ANNUAL INSTRUCTIONAL UNIT PLAN
Unit:_Riverside City College Honors Program__
Please give the full title of the discipline or department. You may submit as a discipline or department as is easiest for your unit
Riverside City College
Contact Person: ________________________
Due: May 16, 2011
Please send an electronic copy to Dr. Patrick Schwerdtfeger at:
Patrick.schwerdtfeger@rcc.edu
Form Last Revised: March 9, 2011
Riverside City College
Office of Academic Affairs
Web Resources: http://www.rccdfaculty.net/pages/programreview.jsp
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Instructional Unit Plan
*Please retain this information for your discipline’s/department’s use (or forward to your chair). A database will be created and distributed
to the relevant councils and committees as requested.
The Unit Plan is conducted by each unit on each campus and consists of an analysis of changes within the unit as well as significant new resource needs for staff,
resources, facilities, and equipment. It should be submitted or renewed every year by mid May in anticipation of budget planning for the fiscal year, which
begins July 1 of the following calendar year.
Extensive data sets have been distributed to all Department Chairs and are linked to the Program Review website (password 11111). Chairs have received training
on the use of these data sets. Please consult with your Department Chair or Raj Bajaj (raj.bajaj@rcc.edu) for assistance interpreting the data relevant to your
discipline. Note that you are only required to mention data relevant to your analysis or requests. Should you wish assistance with research analysis please fill out
the form at http://academic.rcc.edu/ir/requestform.html and you will be contacted to schedule a time to discuss analysis of your data. You may also use this same
form to request a labor market analysis. Please utilize these data or data collected by your discipline to assess your goals and as rationale for resource
requests.
The questions on the subsequent pages are intended to assist you in planning for your unit. If there is no change from your prior report, you may simply
resubmit the information from that report.
The forms that follow are separated into pages for ease of distribution to relevant offices, councils and committees. Don’t let formatting concerns slow you down.
If you have difficulty with formatting, the Administrative Support Center can adjust the document for you. Simply add responses to those questions that apply and
forward the document to the Administrative Support Center with a request to format it appropriately.
If you cannot identify in which category your request belongs or if you have general funding request questions, please contact your college’s Vice President of
Business Services, Norm Godin at 951-222-8307 or norm.godin@rcc.edu. Within each resource request form, a recommended contact person is listed to assist
you with estimating the cost of your requests. It is vital to include cost estimates in your request forms. FAILURE TO PROVIDE COST ESTIMATES MAY
RESULT IN YOUR REQUEST NOT BEING CONSIDERED. Please see Unit Plan Rubric for the prioritization criteria. TO ACHIEVE MAXIMUM POINTS
WRITE YOUR RATIONALES BASED ON THE RUBRIC CRITERIA. IF CRITERIA ARE NOT ADDRESSED IT WILL BE GIVEN ZERO POINTS.
The following pages include Riverside City College’s Mission Statement and the Goals and Strategies from the 2009-2014 Strategic Plan. They are included for
your reference in answering the questions that follow and to include within your rationale for funding requests.
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MISSION
Riverside City College provides a high-quality, affordable education, including comprehensive student services, student activities, and community programs, and
empowers and supports a diverse community of learners as they work toward individual achievement and life-long learning. To help students achieve their goals,
the College offers learning support services, pre-college and transferable courses, and career and technical programs leading to certificates or associate degrees.
Based on a learner-centered philosophy, the College fosters critical thinking, develops information and communication skills, expands the breadth and application
of knowledge, and promotes community and global awareness.
GOALS AND STRATEGIES 2009-2014
Goal I: Student Access and Support
1. Explore alternative enrollment processes
2. Ensure comprehensive and equitable services exist and are part of institutional planning
A. Ensure learning support services are available for all students (e.g., supplemental instruction, learning center tutors)
B. Expand services in learning support and transfer centers
C. Promote outreach to K-12 schools
3. Identify low-performing student populations based on student equity report data and develop a comprehensive plan (cultural, academic and student
services) to address inequities for student access, success, retention and progression
4. Develop clear college-wide criteria for student pathways from basic skills to goal attainment
A. Expanding and improving instructional delivery modes including hybrid courses, short-term (fast-track) classes, and align delivery/timing of services
to the needs of students
B. Develop innovative approaches to basic skills instruction (e.g., learning communities, modules, non-credit courses)
C. Ensure that basic skills has a comprehensive focus and is integrated into the general curriculum
D. Increase transfer awareness, readiness and rates
5.
6.
7.
8.
Develop student engagement centers
Increase awareness of open access enrollment to all adults through marketing
Promoting degree and certificate completion by expanding short-term classes and programs to improve job skills
Promoting learning and effective teaching through ongoing identification of and assessment of student learning outcomes
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Goal II: Responsiveness to Community
1. Enhance career pathways approach into high-wage, high-growth jobs
2. Expand services to students in outlying and fast-growing areas
3. Maintain and strengthen ties with community-based organizations
Goal III: Culture of Innovation
1. Develop a comprehensive professional development plan
A. Provide training for faculty in multiple modalities of teaching inclusive of the use of technology
B. Enhance development opportunities for all employees
2. Implement the Facilities Master Plan
A. Refine the Facilities Master Plan to improve the overall physical performance and efficiencies of the campus
B. Incorporate sustainability in architectural and landscape design
3. Refine and implement a Technology Plan that will utilize advances in information technology to improve effectiveness of instruction, Student Services and
Administration
Goal IV: Resource Development
1. Maximize the resources of the College and seek alternative funds to support a comprehensive learning environment by developing a revolving
mid-range financial plan inclusive of new fiscal, human and physical resources from grants, public and private sector giving and state funding
2. Secure additional public and private sector grants that support the College’s mission and strategic goals
3. Enhance the College’s state and national image to better influence public policy with regard to financial resources
A. Participate in local, regional and state organizations to advance the cause for differential tuition for high-cost disciplines
B. Lobby local, regional, and state leaders to advocate for differential tuition
Goal V: Organizational Effectiveness
1.
Enhance and institutionalize operational and strategic planning processes that are deliberative, efficient, and data driven; integrate the College Strategic
Plan with the Facilities, Education, and Technology Master Plan; and effectively prioritize new and ongoing resource needs.
2. Examine the College’s home page and related web pages
a. Maintain currency of posted information
b. Identify and implement technology to enhance processes and services
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Instructional Unit Plan Update
A. Trends and Relevant Data
1. What is your unit’s mission statement? How does your unit’s mission statement align with the college’s mission?
The primary goal of the Riverside Community College Honors Program is to provide an educational experience that allows students to stretch themselves
intellectually and to actively work with fellow students and faculty to cultivate an awareness and understanding of the diverse points of view necessary for a rich
and productive intellectual environment. The Honors Program is committed to drawing a diverse group of students and faculty together, one that is representative
of our college community as a whole, and providing learning opportunities and services which will prepare the students to be competitive in reaching their future
goals.
--Honors Program Mission Statement
Riverside City College provides a high-quality, affordable education, including comprehensive student services, student activities, and community programs, and
empowers and supports a diverse community of learners as they work toward individual achievement and life-long learning. To help students achieve their goals,
the College offers learning support services, pre-college and transferable courses, and career and technical programs leading to certificates or associate degrees.
Based on a learner-centered philosophy, the College fosters critical thinking, develops information and communication skills, expands the breadth and application
of knowledge, and promotes community and global awareness.
The Honors Program at City College actively and directly supports multiple facets of our college mission. The Honors Program, with its seminar
style class instruction and active learning philosophy, mirrors the learner-centered philosophy that our college mission espouses. The transferable
courses of the Honors Program emphasize depth of inquiry which fosters critical thinking and the application of knowledge, as called for in the
college mission. Courses rooted in seminar discussion and active participation as well as student leadership inside and outside of the classroom allow
students to fulfill the college mission of developing their communication skills and promoting community. Honors courses also allow students to
develop information skills and often global awareness through the research projects and themes of many of the honors courses. Finally, outside of
the classroom, the community of Honors faculty and students is able to fulfill other key aspects of the college mission. The faculty are able to offer
students services such as academic and transfer advising, both one on one and through the workshops the program offer. The program also offers
students activities such as conferences (both local and regional), competitions, and field trips that foster both achievement and life-long learning. In
all of these activities, the Honors Program is serving a diverse community of learners, as evidenced by the demographic data for the program, and
linking them to a network of statewide community college programs, which furthers the sense of community and provides our students with access to
transfer agreements to help them maximize their opportunities for transfer. (For example, the UCLA data provided later in this document offers a
snapshot of the benefit to students through one of our transfer agreements.)
2. Has there been any change in the status of your unit? (if not, skip to #2)
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a. Has your unit shifted departments?

The program is continuing to evolve from a district-centric to more college centric structure now that Moreno Valley and Norco are
independent colleges. To that end, a final charter specifying the roles and scope of the District Honors Advisory Council and the College
Honors Advisory councils will be complete by the end of this spring.

The separate accreditation does not affect Riverside City College Honors Program’s existing transfer agreements, course offerings, or
program activities.

The only area of concern is that because the transfer agreements we currently have cover all three of our colleges, it is important that as
the curriculum committee continues to revise its documents/ procedures about workflow, etc, that the District Honors Advisory
Committee continues to have review and approval for any honors curriculum that comes through, originating from any of the colleges.
b. Have any new certificates or programs been created by your unit? No.
c. Have activities in other units impacted your unit? For example, a new nursing program could cause greater demand for life science
courses.

The recommendations that UCLA made in January 2008 in response to our accepted TAP application included two areas in which our
program is impacted by other units.

The first is counseling—counseling has limited resources available to dedicate to the honors students and though we have a counseling
contact person—Monica Delgadillo-Flores—she does not have any portion of her assignment dedicated to counseling. (Please see
appendix p.2, bullet #4 for the UCLA recommendation regarding the need for counseling support for the Honors Program). We have
continued with the automated notice sent out to all flagged honors student without an SEP (beyond the basic one done at orientation) or
with an out of date SEP. We need to request a follow up study to track how many notices have gone out and of those, how many of those
students now have an updated SEP. Crucial, however, is not just an SEP but advising to help students move from a list of classes they
need to take, to a reasonable plan for how to balance those courses and be flexible, especially given the difficulty of getting spots in many
of the highest demand classes.

Secondly, UCLA strongly encourages our program to continue to work to involve math and science. During 2008-2009, the program
developed a track-B for program completion. Students may use any two of the following courses towards completion of the six classes
required to complete the Honors Program:
Chemistry 12A, Organic Chemistry 1
Chemistry 12B, Organic Chemistry 2
Physics 2B, if completed with a B or better
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Physics 4B, if completed with a B or better
Physics 4C, if completed with a B or better
Math 1C, 2, or 3 if completed with a B or better (just approved Spring 2009, so available to students from this point forward)
This list was developed in consultation with the Chemistry, Physical Sciences, and Math departments/ disciplines and the Honors Advisory Council.
Honors Curriculum for Biology is complete, but due to the severe course cutting and budget constraints, the Biology department has not been able to
offer the course yet and is not currently planning to do so for next year. Support at the institutional level for offering this course would very much
help us to meet the goal of enhancing our offerings and would support our students’ progress through the program and their lower division
preparation. Following a meeting between STEM and Honors Directors, a data request was submitted to discover how many students overlap
between STEM and Honors. 119 students are listed as both having STEM and Honors flags, so we know that we share a significant number of
students who would be served by the addition of additional science curriculum to the program (Please see appendix B for the report). Currently,
STEM/ Honors students only have Chem 1AH and 1BH available as honors options and this sequence is offered ONLY at Moreno Valley.
Curriculum for Physical Anthropology (a course UCLA identified desirable to help us beef up science offerings) is in development, but here, too, the
discouragement of not having enough sections to be able to dedicate a section to honors is a real obstacle.
In the spring of 2009, Math was looking into the feasibility of offering a stand alone section of another Math class in addition to Math 12 by looking
at the math placement levels of students in the honors program, honors program eligibility of students in Math 1A classes, and honors program
eligibility of students in Math 35—the precursor class to Math 1A. The data gathered indicated that across the district the number of students
enrolled in either MA-1A or MA-10 is 330 (Spring 09). Of this group, 146 had a GPA of 3.2 or higher, and of this group 129 met the English
eligibility requirement for the Honors Program.1 The Honors Program needs to follow up with Math again in the coming AY, despite the gloomy
prospect for being able to add a course, and we hope that reviewing this data again, along with stronger ties with the STEM program will help
encourage the Math discipline to begin develop a second honors math course that could be offered at some point in the future.
3. Have there been any significant changes in enrollment, retention, success rates, or environmental demographics that impact your discipline (See
Dataset provided to all chairs)? If so, please indicate those changes. If there are no significant changes in your unit’s opinion, indicate “None”
and skip to question #3.
Comment: Please note that the Honors Program does not receive “a dataset provided to all chairs.” We submitted a separate request for data
again this year and are requesting that we routinely get a dataset, just as departments and chairs do. We also have not had access to the training in
reading and analyzing the data provided to the chairs.
Enrollment/ Fill Ratios (please see appendix C )
1 Data provided by Daniel Martinez and Sylvia Thomas May 1, 2009.
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Analysis
Our average fill ratio in honors classes for the 10-11 AY is 108.85%. Clearly our fill ratios show evidence of over enrollment, reflecting the intense
demand and pressure for spots in classes we are seeing across the campus. In order to maintain our standards and the unique qualities of the Honors
program, we need to keep the classes as close to 20 students as possible. The program may need to have an internal conversation that we need to have
about not letting extra students in. However, this enrollment demand is also a sign of high demand for spaces in honors classes. Our program cannot
grow at this point in time until we are able to offer more sections. We are only able to offer 120-140 enrolled spaces in the program in any semester
(depending on whether we have 6 or 7 classes). We have many, many more students (we continue to work with Information Services on a more
accurate way of maintaining up to date lists of students flagged for the program and a mechanism for keeping this up to date) who are in the program
but cannot get classes (or aren’t taking them in a given semester as they work on other requirements—this is especially true of STEM students who
cannot always fit in an honors class in each term).
Demographics (Please see appendix D for gender, ethnicity, and age demographics for the program)
Age
As we anticipated, as the program has gained visibility, it is drawing heavily on traditional freshman coming to us straight from high school. The
statistics on age show a significant majority of our students are in this age range, and we also are drawing a higher number of concurrently enrolled
students than the district average. This trend is also impacted by the increasing numbers of these students coming directly to RCC overall (as
reported in the RCC Fact Book). This seems in part to be because of the constriction of access and increasing fees at both the UC and Cal State level.
Our hypothesis is that some of the students we are picking up are those who would traditionally have gone straight from high school to four-year
institutions but are instead coming to community college first and enhancing their competitiveness for transfer and admission to better schools than
they might have had access to straight out of high school by participating in community college honors programs. We’d like to work with
Institutional Research to develop a study to investigate this hypothesis as it could have a real impact on our efforts to slowly expand our program by
increasing the number of sections we are able to offer.
However, the numbers also clearly point out clearly something we would like to address—offering classes at a time that works better for returning
students and working adults who are trying to balance school and work. We would like to offer some evening sections of honors classes though we
must balance doing so with our need to maintain healthy enrollments, the high demand for the classes we already offer, and the difficulty of trying to
expand offerings in a period of college wide contraction.
Gender
The data here show we are very close to the District profile.
Ethnicity
One trend is that in general our demographics mirror the campus's, but our percentage of African American students is lower than the larger campus
population ratio. We want our demographics to mirror the college’s more closely. We also are concerned though that we don’t have an accurate
picture of how our demographics align within the college’s because the more accurate comparable population is not to the college as a whole , but
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rather the English 1A ready subset of the college. It is this group that academically mirrors the Honors Program and of which the Program is a
subset.
Retention and Success (please see appendix E for the data )
In previous semesters, because of the small sample size, Institutional Research in most cases had not found a great many statistically significant
differences between success and retention in honors and non-honors sections. Retention and Success still doesn't show a very clear pattern, but by
Fall 2010, it seems like we have a more significant increase in both areas. This gives us some questions to pursue: Is this due to the trickle down
from CSU and UCs? And/ or can we connect this to any other factors within our program, such as the fact that students self-select into the program,
smaller class sizes, a different learning environment, advising, a sense of community, and extra curricular opportunities designed to enhance work in
the classroom which may also be important factors—student surveying may help us to get a clearer read on this, so it is an area we’ll study carefully
as we continue to gather data. Regardless, the Honors Program is clearly “efficient” in the sense of retaining students and seeing them successfully
complete honors courses.
For our program, another measure of student success has to do with transfers. While the data we gather is primarily self-reported, we do also have
data on UCLA TAP admissions for our honors students this spring and for honors and non-honors students between Fall 2006 and Fall 2009; Fall
2009 was the first time TAP would have been applicable to our students. In 2006, only 36% of RCCD applicants got into UCLA; 38% in Fall 2007;
28% in Fall 2008; and 25% in Fall 2009. (Please see Appendix H for a chart with this data provided by the TAP office and Mary Ries). This spring
2011, of our 12 TAP applicants (up from just 4 TAP applicants last year and 4 the year before) 8 were admitted or 67%. The average acceptance rate
for non-TAP transfer students from community colleges over all is 26.9% for Fall 2011 (for Freshman applicants the rate is 23-24%).2 Clearly TAP
can make a real difference for students interested in UCLA, and students competitive for UCLA will also be very competitive for the UC system
broadly speaking. It is also important to note that of our 12 TAP applicants, 4 of them applied in the Social Sciences where the average admission
rate for TAP students this year was 68.3%; this area is significantly more impacted than in the Humanities, for instance, where the TAP admission
rate is 89.2 %, so much depends on the student’s major, and our group did very well. Specifically for RCC during this admissions cycle for Fall
2011, a total of 253 Riverside City College students applied to UCLA; 54 got in, or 26%. Of those admitted whom we did not certify as TAP, four
more were students in the Honors Program who had not completed the program in full. (Data on UCLA Fall 2011 admissions provided by Rosa
Pimentel—from UCLA Undergraduate Admissions Systems report May 2011). Our students’ self-reported admissions data so far this spring
indicates that all who applied were admitted to UCR, and students have also been admitted to UC Irvine, San Diego, Santa Cruz, Santa Barbara,
Davis, Berkeley, Humboldt State. We’ll have a more complete picture once private school admissions are released.
GPA
(see appendix F for the data )
GPA comparison shows a significant difference with the trend showing that the Honors students are outperforming their non Honors counterparts in
the same course. We'd like to draw some conclusion about that. Are they really committed and meeting the challenge? Is this trickle down? These are
questions that can help to drive some of our program assessment efforts. We can continue to work on our exit survey instrument, but this also points
2
Data provided by UCLA Office of Undergraduate Admissions and Relations with Schools, Vu Tran, April 2011 TAP Council Meeting
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to the fact that it may be worthwhile for us to do student perception surveys at the beginning of a class and at the end of the class about how students
rate their ability in some of the SLOs. It would be good to work with a small set of honors courses and some of their non-honors counterparts to
begin to gather some data. Faculty surveys would also help us to get at faculty perceptions of what might account for the differences.
4. In reviewing your unit’s enrollment data, does your unit have plans to improve any aspects of enrollment management (ex: persistence,
scheduling patterns, etc.)? If your plan necessitates resource changes make sure those needs are reflected in the applicable resource request
sections.
We will be implementing a mandatory orientation component for incoming Honors Students next fall to help them better learn about transfer
agreements and transfer resources on campus right away as many of them delay getting into counseling to do complete SEPs. This should have no
resource implications and will be done within the existing framework of the program. Mandatory orientation will have to be completed during the
first semester of the program.
5.
If applicable, please report on the progress made on any of your 2010-2011 unit goals. What are your departmental/discipline goals for the 20112012 academic year? As you develop your goals, please ensure alignment with the College’s Mission, Goals and Strategies found on pages 3-4.
What activities will your department/discipline pursue to meet these goals? What support does your department/discipline need for goal
attainment? If applicable, please include the needed support on the resource request forms along with the supporting rationale.
The Honors Advisory Council met for a retreat on January 14, 2011 to review progress, update program goals, and establish a time-frame for
working towards those goals. We have made good progress in many areas over the course of this spring semester. The list of these goals and what
has been accomplished so far as well as timelines for remaining goals are provided in Appendix G, our assessment report.
B. Outcomes Assessment Summary and Update
As a matter of good practice and in alignment with Accrediting Commission of Community and Junior Colleges (ACCJC) standards, RCCD
faculty participate in ongoing and systematic efforts to assess courses, programs, and general education. Reports on specific assessment projects
undertaken by individual faculty or groups of faculty in your discipline may be referenced here, but the primary purpose of this update is to
provide an overview of your discipline’s assessment activities (plans, data, responses to data, etc.) since your last unit plan update (spring 2010 –
winter 2011) as well as your current plans for assessing student learning (spring 2011). Please note since unit plans are completed during the
spring semester, we are asking you to report on the previous spring semester data along with the current spring semester plans.
I. Course Student Learning Outcome (SLO) Assessment
Directions: The Riverside Assessment Committee, Program Review, and Institutional Effectiveness Council jointly developed a process to input
course assessment information. There are three possible methods of entering course student learning outcome assessment information:
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1. Enter into the CurricUNET assessment module, or
Instructions for CurricUNET
a. Log on to CurricUNET. (if you have forgotten the log in name/password email: chip.herzig@rcc.edu)
b. In the left hand menu under BUILD look for Assessment
c. Click Assessment
d. Select your discipline from the drop down menu
e. The next screen will show you a list of all courses in your discipline
f. Hit the “Plan” button next to the course you will be assessing. After you have entered your Plan, hit the “Report” button to describe
your assessment results.
Please contact Chip Herzig if you have any questions about the CurricUNET assessment module.
2. Enter into Survey Monkey at www.surveymonkey.com/s/P87GBCB, or
3. E-mail a document in another format (e.g., MS Word) to sloassessment@rcc.edu.
We ask that you encourage as many faculty members within your department/discipline to complete their assessments prior to the May 16, 2011
deadline.
Please indicate in your Excel Course Assessment Spreadsheet which of your courses were assessed. [Please contact Denise Terrazas at
denise.terrazas@rcc.edu or (951) 222-8053 for your excel spreadsheet so that you may simply cut and paste here.]
For the Honors Program Assessment Report, please see Appendix G , which has also been emailed as a separate document to
sloassessment@rcc.edu.
Please complete the following questions:
1. Please describe your discipline’s dialogue on assessment results. Where would one find evidence of this dialogue?
Thus far, Honors courses have only been assessed as part of the larger assessment projects within a given discipline. For example, English 1AH
and 1BH have both been assessed and discussed as composition courses when they were assessed with their non-Honors counterparts by the
English discipline. At the Honors Advisory Council retreat on January 14th, 2011 the honors faculty began initial discussions on the ways that we
might try to assess the honors courses collectively, and we agreed on a plan for the future to pull out some of the elements common to all Honors
courses for an assessment just as honors courses. The learning outcome identified is “research and compose analytical text-based essays,
speeches and projects.” Diane Marsh has begun the process collecting sample assignments and student work from faculty, and we are scheduling
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FLEX sessions for honors faculty in August and will do a retreat again in January, one component of which will be continued work on
assessment.
That said, many of the honors faculty do gather to look at student work on at least three occasions during the academic year. Students are invited
to submit work completed in their honors classes for consideration to be able to present that work at our Fall RCCD Honors Research
Conference. Faculty read the student work, comment on it, decide which pieces will be accepted for the conference, and sort the papers into
panels. The students then present their work orally or in poster form at our conference. Moreover, students work closely with faculty mentors
and with the Honors coordinator to submit abstracts of work completed in their honors classes for submission to the Spring UC Irvine conference.
And in the spring, students are invited to submit work from their honors classes for the Spring Honors Program essay contest. For this event, a
faculty group comes together to do a blind read of the essays, discuss the submissions, rank them, and award prizes. None of these are formal,
traditional assessments, but the program has incorporated into its structure opportunities for students to submit work and for faculty from a range
of disciplines to closely read and evaluate student work from a range of honors classes. These discussions give faculty concrete examples of the
kinds of assignments being done in other honors classes, help us to norm ourselves in terms of the level of complexity in assignments as well as
helping us to norm our standards for the assessment of student work. The multi-disciplinary perspective brought to our review of student work
has been especially helpful.
2. Please summarize what your discipline learned from your assessments. How do you plan to use the results for improvement within your
discipline?
The Honors Program is not a discipline and cannot respond to assessments of courses in the same way that a discipline does—we are not the
discipline experts and can only make suggestions about honors course outlines through the discipline experts that involve our courses in their
assessment projects. Because we have a history of working so closely with disciplines in the creation of Honors versions of existing CORs, we
have not yet had any concerns about Honors CORs about which we have needed to go back to the disciplines. The more likely scenario is that we
would address concerns that arise at the teaching and execution level rather than COR revision. We anticipate discussion of / use of assessment
results as centering around faculty teaching and best practice workshops.
3. To what extent, and how, do your assessment results support your resource requests?
4. What are your plans for further course based assessment in the upcoming academic year (i.e. additional courses or reassessment)?
The Honors Program has begun gathering sample assignments and completed work in a variety of classes in order to specifically assess SLO number
2, “research and compose analytical text-based essays, speeches and projects”. Faculty are gathering materials this semester. We will be using part
of our meeting during FLEX on in August and part of our retreat next January to continue to discuss our findings and work together to sharpen
assignments for our seminars. This is an ongoing project that will carry us into next year. Formal honors faculty sessions during FLEX opportunities
will provide an ongoing mechanism for regular discussion of assignments, materials.
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II. Program Learning Outcome (PLO) Assessment
Directions: If you have been involved in program-level assessment this past year (CTE faculty in particular), please enter into the tool at:
www.surveymonkey.com/s/TT793LQ
If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter the
information, simply send your documentation to sloassessment@rcc.edu. We ask that you encourage as many faculty members within your
department/discipline to complete the assessment tool prior to the May 16, 2011 deadline.
5. Please explain what steps your program has taken to map and align your PLOs with your course SLOs.
For our program, it is more accurate for us to discuss Learning Outcomes and Service. In the previous section, we discussed learning outcomes;
here we’ll discuss service outcomes.
6. How have you shared and discussed assessment results (e.g., through Community Advisory Committee discussions, discussions with
employers, interviews of graduates, program faculty meetings)?
This past winter, we were able to get a small amount of clerical assistance and so were able to get two semesters’ worth of end of term survey
results compiled (Spring 10 and Fall 11). And this spring, we were able to migrate the survey instrument to Survey Monkey so that getting
compilations of results will be much easier. The survey addresses students’ perceptions of their experiences in the Honors Program as a whole,
not just individual classes. For students who are completing their time at RCC and moving on to a transfer institution, there are some additional
questions that will hopefully allow us to be able to stay in contact with some of our graduates and build a network of students who can serve as
contacts and mentors for new Honors students. The District Honors Advisory Council will review the results of the surveys and discuss them at
the May meeting as time permits, but because the colleges have differing resources and cultures, the more appropriate venue for a thorough
discussion of the results (all of which came from Riverside) will be the Riverside College Honors Advisory Council which will meet again in the
fall. At that time, we will be able to have a thorough discussion of the results and should also have results from the Spring 11 surveys to add to
the discussion. The survey instrument and compiled results are attached to this document in Appendix G, the assessment report. Once we are
able to thoroughly review the results, the Advisory Council will have a better sense of other groups with whom we might need to share the
information.
7. To what extent, and how, do your assessment results support your resource requests?
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8. What are your plans for further program based assessment in the upcoming academic year (i.e. additional program or reassessment)?
We plan to continue improving the use of our survey instrument (facilitated by having it on survey monkey) and, of course, continue to refine the
survey instrument itself. As the Honors Advisory Council moves to a structure where college meetings as well as District meetings are part of the
mix (the charter which we are completing this spring will help provide a clearer structure for this), we will be able to more thoroughly discuss and
address the results of the survey at the college level and thus more concretely link our specific goals and requests to the results of this ongoing
assessment. The process of moving from a group that functions mostly at the District level to one that functions more independently at the collegelevel has been a process!
If you have any questions regarding the assessment tool please contact Susan Mills at (951) 328-3738, susan.mills@rcc.edu or Jim Elton at (951)
222-8264, jim.elton@rcc.edu.
14
Instructional Unit Plan Update
C. Human Resource Status
Complete the Faculty and Staff Employment Grid below based on the 2010-2011 academic year. Please list full and part-time faculty
numbers in separate rows, and classified full and part-time staff separately.
Comment: Departments elect to offer honors sections of courses; we rely on their support! The program itself, beyond the position of the
coordinator, does not employ any faculty or staff. This means that even our counseling is done without any of the counselor’s time (Monica
Delgadillo-Flores) being officially assigned as time dedicated to the program. The only faculty position directly compensated within the program
for program related duties is the coordinator position.
2010-2011
Faculty Employed in the Unit
Teaching Assignment (e.g. Math, English)
Full-time faculty
(give number)
Kathleen Sell, Riverside City College
Coordinator, .4
Part-time faculty
(give number)
1 at a .4 reassign
2010-2011
Classified Staff Employed in the Unit
Classified Employee Title (e.g. IDS, Lab Assistant)
Full-time staff (give
number)
None are directly assigned to the program.
Sandy Mathay has been tasked with
providing periodic assistance to the program
as needed and when she has time, but she is
not directly employed by the program.
15
Part-time staff
(give number)
Complete the Faculty and Staff Employment Grid below based on any anticipated changes for the 2011-2012 academic year (i.e. retirements, oneyear temps). If information is exactly the same, move on to the next page.
Comment: Please note that the change indicated below does not change the total amount of time to the program. It is an effort to ensure continuity
in the program as it transitions from one coordinator to a new coordinator, offering a bridge year to help ensure the next coordinator is fully trained to
take on the tasks of the coordinator position.
2011-2012
Faculty Employed in the Unit
Teaching Assignment (e.g. Math, English)
Full-time faculty
(give number)
Part-time faculty
(give number)
Kathleen Sell, Co-Coordinator at .2
Thatcher Carter, Co-Coordinator at . 2
2011-2012
Classified Staff Employed in the Unit
Classified Employee Title (e.g. IDS, Lab Assistant)
Full-time staff (give
number)
16
Part-time staff
(give number)
Unit Name: ______Honors Program___________________________________
1. Staff Needs
NEW OR REPLACEMENT STAFF (Faculty or Classified)3
Rank
EX
List Faculty or Staff Positions Needed for Academic Year.
Please list in order (rank) of importance. Please justify and explain each faculty or staff request based
on rubric criteria. (See APC Ranking Rubric for faculty positions.)
Indicate (N) =
New or (R) =
Replacement
Annual
TCP*
Perhaps reassigned / an
individual
who is
already
employed
who can give
the program
some hours
None if we
are able to
piggyback on
existing
staff/
programs
Tenure-Track Instructor
Rationale: (All criteria in APC Ranking Rubric must be addressed and included in rationale).
1.
2.
Clerical support at 10 hours a week
Rationale: The UCLA TAP agreement pointed out in their January 28, 2008 letter that “Clerical support
resides at the District rather than the campus level. As the programs grow, this needs to be addressed.”
Having an individual on campus able to answer phones, respond to in person/phone/ or email inquiries, send
out applications during regularly scheduled hours, help maintain the website, basic word-processing and
filing would help the program to run much more efficiently.
3.
4.
5.
3*
TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. For costs associated to faculty or staff positions, please contact
Michelle Davila with Business Services at (951) 222-8400. New positions (not replacement positions) also require space and equipment. Please be sure to add related office
space, equipment and other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All
replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.
Unit Name: _____Honors Program____________________________________
2. Equipment (excluding technology) Needs Not Covered by Current Budget4
Rank
EX
List Equipment or Equipment Repair Needed for Academic Year.
Please list in order (rank) of importance. Please justify and explain each
equipment request based on rubric criteria.
Document Camera for Quad Classroom
Rationale: RCC Academic Master Plan: Values – learning environment-- “to provide and maintain
state-of-the-art equipment;” 2) Campus Goals – “essential to delivery of instruction—increase
successful course completion with supplemental/alternative instruction; persistence; improving
student learning outcomes.” Currently, only about one half of the Quad classrooms are equipped
with document cameras. All classrooms should contain the same type and quality of equipment to
ensure equity in instruction and learning. Document cameras should be replacing the old overhead
projectors.
If there is patio furniture available in the warehouse (weather proof tables,
chairs, tables with umbrellas to provide some sun protection, benches), we’d
like to request these for the patio connected to 207.
*Indicate whether
Equipment is for (I) =
Instructional or (N) =
Non-Instructional
purposes
I
NI
1.
Annual TCO**
Cost per
item
$2500
w/insta
llation
Number
Requested
1
Total Cost of
Request
$2500
3-5 tables,
chairs to go
with; 1-2
benches
Rationale: This is wonderful space, but would be more usable if there were a place to sit
outside on the patio. We are happy to take leftovers and hand me downs so there should be
no cost associated with this request. This support our program goals of continuing to foster
community, provide a space for intellectual engagement.
Blinds for the windows in Q 207
NI
2.
Rationale: The temperature in the room can be stifling, especially with direct
morning sun. Blinds on the windows would help keep the room cooler.
4
* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student
learning and skills development (i.e. desk for student or faculty use).
Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which
replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of
other specific instructional equipment, may be included (i.e. desk for office staff).
** TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Henry Bravo at (951) 222-8513 for a list of approved vendors and to request quotes. If
equipment needs are linked to a position please indicate.
Unit Name: ______Honors Program___________________________________
3.
Technology (Computers and equipment attached to them)++ Needs Not Covered by Current Budget: 5
NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)
Annual TCO*
Rank
EX
1.
List Technology Requested for
Academic Year. Please list in order
(rank) of importance. Please justify
and explain each technology request
based on rubric criteria.
New (N)
or
Replacem
ent (R)?
Program:
New (N) or
Continuing
(C) ?
Location
(i.e
Office,
Classroo
m, etc.)
Is there
existing
Infrastructu
re?
How
many
users
served?
Has it been
repaired
frequently?
R=1
N=1
C
Workroom
Yes
>20
Y
Two Network printers for department
Rationale: There are more than 20 fulltime faculty utilizing this printer to
develop instructional materials. Current
printer >10 years old and high volume
usage causes frequent breakdowns.
Functioning equipment is critical to
meeting the needs of our students,
department goals and course SLOs.
An additional computer monitor for
Q 207
Rationale: The additional dedicated
monitor would allow us to utilize the
CI tracking system to better track
student use and collect data useful to
ongoing program assessment. A
used monitor is fine and we can
piggyback on the current site license
for CI Tracker, so there should be no
cost associated with
this request.
Cost per
item
Number
Requeste
d
Total Cost
of Request
$1100
2
$2200
0
N
C
Honors
Center
Yes
Unit Name: _______Honors Program___________________
5
TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Shirley McGraw at (951) 222-8397 for a list of approved vendors and to request quotes.
If equipment needs are linked to a position please indicate.
++Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer.
4. Facilities Needs Not Covered by Current Building or Remodeling Projects*6
Annual TCO*
RANK
EX
1.
6TCO
List Facilities Requests for Academic Year. Please list in order (rank) of importance. Please justify and
explain each facility request based on rubric criteria. Requests should be for remodels, renovations or added
new facilities and not basic repair and maintenance.
Roof Replacement
Rationale: The department building roof is in need of replacement. Currently, it leaks directly down the building
and into our classrooms and office space. There have been three attempts to repair the roof. Previous leaks have
caused damages to computer equipment and work space. The constant need to relocate staff and/or classrooms due
to leaks has had a direct impact on the teaching and learning environment.
2 additional electrical outlets in Q 207
Rationale: Currently, Q 207 only has two electrical outlets which is not sufficient to meet the needs of the space. We
have three student computer stations with two printers, and one faculty computer station that are all serviced by a
single electrical outlet. The other outlet in the kitchen area is used for a coffee pot, fridge, and microwave all
together! If someone uses the microwave, the coffee pot and fridge turn off. This request is rooted in safety more
than anything else. These computers and appliances are all part of what makes the center useful to the students, so
disenabling them is not a choice we want to consider, but we are concerned about the long term safety of continued
use of these “octopus outlets.”
Total Cost of Request
$2500
$500 (estimate
from Scott Zwart)
= “Total Cost of Ownership” is the average cost for one year. Please contact Ralph Perez, Director of Facilities, Operations and Maintenance at (951) 222-8470 to
obtain an accurate cost estimate and to learn if the facilities you need are already in the planning stages. For basic repair and maintenance, please submit a facilities work
order.
Unit Name: ________Honors Program_________________________________
5. Professional or Organizational Development Needs Not Covered by Current Budget*7
RANK
EX
List Professional Development Needs for Academic Year. Please list in order (rank) of
importance. Please justify and explain each professional development request based on
rubric criteria. Professional or Organizational development needs may include workshops, guest
speakers, training on equipment and/or software, attending conference, training needed to comply
with state and/or federal regulations, and ongoing training in the field.
Funding for Associate Faculty to Participate in Workshop for SLO Assessment
Rationale: Associate faculty members teach a large number of courses in our department, utilize department
common assessments, and per ACCJC standards must be included in the dialogue for the improvement of
assessment. Since associate faculty are not required or compensated for this work, the department would
like to compensate them through a stipend. These workshops are critical for the completion of the
assessment cycle and for faculty to use the results in helping students achieve their goals.
Annual TCO*
Cost per
item
Number
Requested
$100
36
Total Cost of
Request
$3600
1.
Rationale:
2.
Rationale:
3.
Rationale:
4.
Rationale:
5.
Rationale:
6.
7TCO
Rationale:
= “Total Cost of Ownership” is the average cost for one year. Please contact Human Resources and/or the Faculty Development Coordinator to see if your request
can be met with their current budget.
Unit Name: _______Honors Program__________________________________
6. Student Support Services
RANK
EX
1.
8
List Student Support Services Needs for the Academic Year.
Please justify and explain each request based on rubric criteria. These are services needed by your unit over
and above what is currently provided by student services at the college. Examples of needs that fall under student
support services are provided8.
Our unit needs either a permanent part-time or reassigned Outreach staff member to assist our discipline with
providing course, program and college information to the local community, either through partner high schools,
community based organizations and/or non-credit sites.
Rationale: Based on enrollment data, the lower level courses in our discipline are typically cancelled due to low
enrollment. However, based on our conversations with our community and as evidenced by the demographics,
there is a demand and need. Potential students need information on how to enroll, take placement exams, and
understanding the sequence of courses and pathways to potential careers. They need this information prior to
coming to RCC to increase their likelihood of success.
Counselor with some dedicated time for the program
Rationale: The UCLA TAP agreement pointed out in the January 28, 2008 notification of admission to the TAP
program for RCC, that “given the size of the program at least two counselors should be assigned to support
students” (please see Appendix for the letter). At no point in the program have we yet had any dedicated
counseling. Students need dedicated counseling time with an individual knowledgeable about the Honors Program,
about transfer to UC, CAL State and private schools both in and out of state, about the specific honors program
transfer agreements and how those can work with TAG agreements, etc. Effective transfer counseling with an
individual knowledgeable about honors specific transfer agreements, tag agreements and transfer in general is
essential to the services we seek to provide students in the program. This is about improving our numbers of
students who access some of our transfer agreements, improving students’ ability to successfully navigate through
the program and their lower division preparation, about retaining students in the program. A single faculty
coordinator/ advisor who doesn’t even have access to students’ recordscannot do this alone and a counselor who is
named for the program but has no time to dedicate to it can do everything necessary to achieve these goals.
Annual TCO*
$0 if Reassigned
Time
$25,000 for
Permanent part-time
w/benefits
0 if reassigned time
*Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement),
health services, student activities, college safety and police, food services, student financial aid, and matriculation. Please contact Dr. Edward Bush at (951) 222-8837 to obtain
an accurate cost estimate and to learn if these services are available or in the planning stages.
Unit Name: ________Honors Program_________________________________
7. Library Needs Not Covered by Current Library Holdings9
RANK
EX
1.
List Library Needs for Academic Year. Please justify and explain each request based on rubric criteria.
These library resources are unit needs that are over and above what is currently provided by the library.
Please list in order (rank) or importance.
The discipline needs for the library databases to be re-established for Access Science, American National
Biography, Columbia Grangers World of Poetry, Criminal Justice & Periodicals Index, CQ Weekly, Oxford
English Dictionary, ProQuest National Newspaper Core, World News Digest, American Film Scripts Online,
ARTstor, Biography Resource Center, Dictionary of Literary Biography, Humanities International Complete,
Oxford Art Online, Oxford Music Online, World Book Complete Suite.
Rationale: The library and its databases are vital components of the courses within our discipline. For students to
fully achieve student learning outcomes within their courses, this integral component of students’ access must be
returned to its original capacity. Faculty rely on these critical resources as part of their instruction.
The Honors program shares the of many departments and disciplines for the library databases to be re-established
for Access Science ($2605.00), American National Biography ($1013.00), Criminal Justice & Periodicals Index
($2631.00), and CQ Weekly ($2,001.00).
Continued support is required for ProQuest National Newspaper Core ($8892.00) World News Digest
($2693.00),American Film Scripts Online ($1526.00), ARTstor ($2110.00), Biography in Context ($7935.00),
Dictionary of Literary Biography ($3147.00), Humanities International Complete ($3433.00),Oxford Art Online
($2295), Oxford Music Online ($2970.00), World Book Complete Suite ($3330.00)
Annual TCO
$46,511.00-though
of course this is
something that
benefits all of our
students across the
college.
Rationale: The library and its databases are vital components of the courses within our discipline. For students to
fully achieve student learning outcomes within their courses, this integral component of students’ access must be
returned to its original capacity. Faculty rely on these critical resources as part of their instruction.
9 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Linda Braiman, Associate Professor of Library Services at (951) 222-8657 for an estimate on databases
and/or library resources.
2.
3.
4.
5.
Rationale:
Rationale:
Rationale:
Rationale:
Unit Name: _______Honors Program________________________________
8. Learning Support Center Services
Total Cost of Requests
List Learning Support Center Services Needs for Academic Year. Please justify and
explain each request based on rubric criteria.8 If your unit is responsible for running a
RANK
EX
1.
learning support center such as the Writing and Reading Center, the Math Learning Center,
Computer lab or similar learning support center please address those needs here. These do not
include laboratory components that are required of a course.
Institutionalize the Supplemental Instruction (SI) Program to provide SI leaders for our
discipline.
Rationale: Students in our discipline have benefited greatly from the SI’s. In the 20072008 academic year, students who participated in SI had a 62.1% success rate in
comparison to 24.7% who did not participate in SI, a difference of 37.4% between the two
groups. Students need the assistance of SI’s to succeed with course student learning
outcomes. Faculty with SI’s have continuously expressed the benefit of receiving
professional development for SI instructional strategies and the in-class and out-of-class
support SI provides to their instruction.
Rationale:
Number
Requested
Total Cost
Ongoing
(O) or
one-time
(OT) cost
10 SI’s
$2400
x2
per
semesters
semeste
= 20
r per SI
$48,000
O
Cost per
item
2.
3.
4.
8
Rationale:
Rationale:
Rationale:
TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Lab Coordinators for a specific lab question or Janelle Wortman in the Academic Support Department at
(951) 222-8730 to see if your request can be met within the current budget and to get an estimated cost if new funding is needed.
Unit Name: _______Honors Program__________________________________
9. OTHER NEEDS not covered by current budget
RANK
EX
1.
2.
3.
4.
5.
9
List Other Needs that do not fit elsewhere.9 Please justify and explain
each request based on rubric criteria. Not all needs will have a cost, but
may require a reallocation of current staff time. Place items on list in order
(rank) or importance.
Our unit needs money for tournament awards in the form of scholarships to
increase participation.
Rationale: The tournament provides students with an enhanced learning
opportunity. This opportunity will increase overall attainment of student
learning outcomes (SLOs), increase access and overall persistence. Faculty
use the competition an extension of in class learning and to promote their
programs.
Rationale:
Rationale:
Rationale:
Rationale:
Rationale:
TCO = “Total Cost of Ownership” is the average cost for one year.
Annual TCO*
Cost per item
$100
Number
Requested
5
scholarships
per year
Total Cost of
Request
$500
Ongoing (O) or
one-time (OT)
cost
O
Appendix A UCLA TAP Letter
Appendix B STEM/Honors Students
From: O'Brien, Shannon
Sent: Monday, November 22, 2010 4:26 PM
To: Whelchel, Pamela
Subject: RE: Request
Hi Pam,
Here is a list of students with both “STEM” and “HON” (Honors) listings for 10FAL.
There are 41 student id’s among the 119 records. Please let me know what else you may need.
Shannon
STR.STUDEN Restriction........................ Start Date End Date
1173615
1173615
1173615
1678378
1678378
1678378
1820011
1820011
1820011
1904314
1904314
1904314
1911192
1911192
1911192
1924774
1924774
1924774
1984011
1984011
HON
STEM
STEM
STEM
HON
STEM
HON
STEM
STEM
HON
STEM
STEM
STEM
HON
STEM
STEM
HON
STEM
HON
STEM
01/29/09 01/29/11
08/10/09 10/10/10
10/10/10 11/11/11
02/24/10 10/10/10
07/21/10 07/21/12
10/10/10 11/11/11
07/20/07
03/19/09 10/01/10
10/10/10 11/11/11
01/01/06 06/01/08
03/16/09 10/01/10
10/10/10 11/11/11
03/17/09 10/01/10
07/29/09 07/29/11
10/10/10 11/11/11
03/23/09 10/01/10
08/04/09 08/04/11
10/10/10 11/11/11
07/17/06
03/17/09 10/01/10
1984011
1994233
1994233
1994233
2003762
2003762
2003762
2049272
2049272
2049272
2058200
2058200
2058200
2065095
2065095
2065095
2068737
2068737
2068737
2071448
2071448
2071448
2074255
2074255
2074255
2102207
2102207
2102207
2104039
2104039
2104039
2110823
2110823
2110823
2122039
2122039
2122039
2130423
2130423
2130423
2134650
2134650
2134650
STEM
HON
STEM
STEM
HON
STEM
STEM
HON
STEM
STEM
STEM
HON
STEM
HON
STEM
STEM
STEM
HON
STEM
HON
STEM
STEM
STEM
HON
STEM
STEM
HON
STEM
HON
STEM
STEM
HON
STEM
STEM
HON
STEM
STEM
HON
STEM
STEM
HON
STEM
STEM
10/10/10 11/11/11
07/20/07 01/01/10
03/19/09 10/01/10
10/10/10 11/11/11
01/25/06 07/17/06
03/19/09 10/01/10
10/10/10 11/11/11
07/20/07
03/19/09 10/01/10
10/10/10 11/11/11
03/17/09 10/01/10
08/31/09 08/31/11
10/10/10 11/11/11
01/01/08 01/01/10
03/12/09 10/01/10
10/10/10 11/11/11
03/19/09 10/01/10
04/10/09 04/10/11
10/10/10 11/11/11
07/20/07 01/01/10
03/10/09 10/01/10
10/10/10 11/11/11
12/15/09 10/10/10
08/23/10 08/23/12
10/10/10 11/11/11
03/19/09 10/01/10
08/12/10 08/12/12
10/10/10 11/11/11
07/31/08 07/31/10
03/16/09 10/01/10
10/10/10 11/11/11
01/04/07 06/01/08
03/19/09 10/01/10
10/10/10 11/11/11
08/05/09 08/05/11
09/08/09 10/10/10
10/10/10 11/11/11
07/20/07 01/01/10
03/17/09 10/01/10
10/10/10 11/11/11
06/04/08 06/04/10
03/19/09 10/01/10
10/10/10 11/11/11
2148513
2148513
2148513
2154925
2154925
2154925
2164799
2164799
2167520
2167520
2167520
2181985
2181985
2181985
2185071
2185071
2185071
2186657
2186657
2186657
2191294
2191294
2191294
2195015
2195015
2195015
2200286
2200286
2200286
2203799
2203799
2208039
2208039
2208039
2213389
2213389
2213389
2214738
2214738
2214738
2218145
2218145
2218145
HON
STEM
STEM
STEM
HON
STEM
STEM
HON
STEM
HON
STEM
HON
STEM
STEM
STEM
HON
STEM
HON
STEM
STEM
STEM
HON
STEM
HON
STEM
STEM
STEM
HON
STEM
STEM
HON
HON
STEM
STEM
STEM
HON
STEM
HON
STEM
STEM
STEM
HON
STEM
01/01/08 01/01/10
03/12/09 10/01/10
10/10/10 11/11/11
03/12/09 10/01/10
08/12/10 08/12/12
10/10/10 11/11/11
06/22/09
01/22/10 01/22/12
03/19/09 10/01/10
01/15/10 05/15/12
10/10/10 11/11/11
02/05/09 02/05/11
03/17/09 10/01/10
10/10/10 11/11/11
03/19/09 10/01/10
04/28/10 04/28/12
10/10/10 11/11/11
07/30/08 07/30/10
03/19/09 10/01/10
10/10/10 11/11/11
03/19/09 10/01/10
08/17/10 08/17/12
10/10/10 11/11/11
08/11/08 08/01/10
03/16/09 10/01/10
10/10/10 11/11/11
03/17/09 10/01/10
08/03/09 08/03/11
10/10/10 11/11/11
05/28/09
07/20/09 07/20/11
08/01/08 08/01/10
03/16/09 10/01/10
10/10/10 11/11/11
03/12/09 10/01/10
08/12/10 08/12/12
10/10/10 11/11/11
07/14/08 07/14/10
03/17/09 10/01/10
10/10/10 11/11/11
03/16/09 10/01/10
08/06/09 08/06/11
10/10/10 11/11/11
2231430 HON
2231430 STEM
2231430 STEM
2250073 HON
2250073 STEM
2250073 STEM
2255735 STEM
2255735 HON
2314450 HON
2314450 STEM
2322679 HON
2322679 STEM
2322679 STEM
119 records listed
01/27/09 01/27/11
10/06/09 10/01/10
10/10/10 11/11/11
06/17/09 06/17/11
11/30/09 10/10/10
10/10/10 11/11/11
12/01/09 11/11/11
11/08/10 11/08/12
08/16/10 08/16/12
09/03/10
07/21/10 07/21/12
08/05/10 10/10/10
10/10/10 11/11/11
From: Whelchel, Pamela
Sent: Monday, November 22, 2010 2:58 PM
To: O'Brien, Shannon
Subject: Request
I am attempting to find out the overlap between STEM students and honors students. Is this something that I would ask you? Is it something that I would request
through footprints?
Appendix C Fill Ratios
(Fill
ratios for previous terms are in the Spring 2009 Comprehensive Program Review)
Fill ratios
RIV
RIV
RIV
RIV
RIV
RIV
ART-6H-47198
ENG-1AH-42618
ENG-1AH-47581
ENG-1BH-42641
ENG-1BH-47597
HIS-7H-49080
RIV
HUM-4H-47856
RIV
RIV
RIV
RIV
HUM-5H-42930
MAT-12H-42982
PHI-10H-48200
POL-1H-43511
Honors Art Appreciation
Honors English Comp
Honors English Comp
Hon Critical Think/Writ
Hon Critical Think/Writ
Honors Pol Soc Hist of US
Hon Arts, Ideas: AncientMed
Hon Arts, Ideas: RenaissMod
Honors Statistics
Honors Intro Philosophy
Honors American Politics
10FAL
10SPR
10FAL
10SPR
10FAL
10FAL
125.00%
100.00%
120.00%
110.00%
105.00%
135.00%
10FAL
105.00%
10SPR
10SPR
10FAL
10SPR
105.00%
105.00%
110.00%
110.00%
RIV
SPE-1H-43699
RIV
RIV
SPE-9H-49122
Total
Honors Public Speaking
Honors Interpers
Communication
Total
10SPR
85.00%
10FAL
Total
100.00%
108.85%
Appendix D Demographics
Age
Honors
Age
Fall 2010
Less than
18
18 or 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 or more
Less than
18
18 or 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 or more
MVC
NC
RCC
10
45
23
5
3
0
2
1
89
10
41
17
6
4
0
1
0
79
9
78
46
12
4
0
3
2
154
11.2%
50.6%
25.8%
5.6%
3.4%
0.0%
2.2%
1.1%
12.7%
51.9%
21.5%
7.6%
5.1%
0.0%
1.3%
0.0%
5.8%
50.6%
29.9%
7.8%
2.6%
0.0%
1.9%
1.3%
All
Students
Age
Fall 2009
Less than
18
18 or 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 or more
Less than
18
18 or 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 or more
MVC
NC
RCC
540
2196
3332
1447
962
720
918
416
10531
660
3002
3696
1097
519
386
545
214
10119
543
5816
7431
2468
1112
703
966
876
19915
5.1%
20.9%
31.6%
13.7%
9.1%
6.8%
8.7%
4.0%
6.5%
29.7%
36.5%
10.8%
5.1%
3.8%
5.4%
2.1%
2.7%
29.2%
37.3%
12.4%
5.6%
3.5%
4.9%
4.4%
Sex
Honors
Sex
Fall 2010
Female
Male
Unknown
MVC
Female
Male
Unknown
NC
All Students
Sex
MVC
Fall 2009
Female
5441
Male
5036
Unknown
54
10531
RCC
52
37
0
89
41
38
0
79
91
63
0
154
58.4%
41.6%
0.0%
51.9%
48.1%
0.0%
59.1%
40.9%
0.0%
Female
Male
Unknown
51.7%
47.8%
0.5%
NC
RCC
5561
4497
61
10119
11158
8646
111
19915
55.0%
44.4%
0.6%
56.0%
43.4%
0.6%
Ethnicity
Honors
Ethnicity
Fall 2010
Asian/Pac Isle
African
American
Hispanic
Caucasian
Other
Asian/Pac Isle
African
American
Hispanic
Caucasian
Other
MVC
NC
RCC
13
12
20
6
38
23
9
89
4
33
19
11
79
7
61
57
9
154
14.6%
15.2%
13.0%
6.7%
42.7%
25.8%
10.1%
5.1%
41.8%
24.1%
13.9%
4.5%
39.6%
37.0%
5.8%
All Students
Ethnicity
Honors
Asian/Pac Isle
African
American
Hispanic
Caucasian
Other
Asian/Pac Isle
African
American
Hispanic
Caucasian
Other
MVC
NC
RCC
679
901
1687
1466
4768
2839
779
10531
685
4452
3142
939
10119
1987
8693
5638
1910
19915
6.4%
8.9%
8.5%
13.9%
45.3%
27.0%
7.4%
6.8%
44.0%
31.1%
9.3%
10.0%
43.7%
28.3%
9.6%
Appendix
Term
Fall 2010
E Retention and Success
Campus
MOV
MOV
MOV
MOV
MOV
NOR
NOR
NOR
NOR
RIV
RIV
RIV
RIV
RIV
RIV
RIV
Course
CHE1AH
ENG1AH
ENG1BH
HIS-6H
PHI-10H
ECO-7H
ENG1AH
ENG1BH
POL-1H
ART-6H
ENG1AH
ENG1BH
HIS-7H
HUM4H
PHI-10H
SPE-9H
Section
Enrolled
Completed
%Completed
Successful
%Successful
27210
19
18
94.7%
17
89.5%
27263
20
20
100.0%
19
95.0%
27269
27359
27449
37560
21
23
20
19
20
22
20
18
95.2%
95.7%
100.0%
94.7%
20
20
20
16
95.2%
87.0%
100.0%
84.2%
37190
23
17
73.9%
16
69.6%
37603
37554
47198
22
19
23
21
19
22
95.5%
100.0%
95.7%
17
18
22
77.3%
94.7%
95.7%
47581
22
18
81.8%
17
77.3%
47597
49080
20
25
18
20
90.0%
80.0%
18
12
90.0%
48.0%
47856
48200
49122
21
21
20
20
18
20
95.2%
85.7%
100.0%
19
18
20
90.5%
85.7%
100.0%
Fall 2009
MOV
MOV
MOV
MOV
MOV
NOR
NOR
NOR
RIV
RIV
RIV
RIV
RIV
RIV
Spring
2009
MOV
MOV
MOV
MOV
NOR
NOR
RIV
RIV
CHE1AH
ENG1AH
ENG1BH
HIS-6H
PHI-10H
ENG1AH
HUM5H
SPE-1H
ART-6H
ENG1AH
ENG1BH
HIS-6H
HUM4H
PHI-10H
CHE1BH
ENG1AH
ENG1BH
HUM10H
ENG1BH
HUM10H
ENG1AH
ENG1BH
27084
18
17
94.4%
17
94.4%
27211
17
15
88.2%
15
88.2%
27218
27812
27467
20
17
18
19
15
16
95.0%
88.2%
88.9%
19
14
16
95.0%
82.4%
88.9%
37776
19
17
89.5%
15
78.9%
37746
37724
47175
18
20
23
14
19
23
77.8%
95.0%
100.0%
11
16
22
61.1%
80.0%
95.7%
47614
21
17
81.0%
15
71.4%
47634
47887
23
20
21
16
91.3%
80.0%
14
11
60.9%
55.0%
47922
48306
21
22
21
21
100.0%
95.5%
17
21
81.0%
95.5%
23769
14
14
100.0%
14
100.0%
23341
19
17
89.5%
17
89.5%
23350
7
7
100.0%
7
100.0%
23903
12
10
83.3%
10
83.3%
33608
10
4
40.0%
4
40.0%
33524
11
11
100.0%
10
90.9%
44893
13
10
76.9%
10
76.9%
44916
21
16
76.2%
14
66.7%
RIV
RIV
RIV
RIV
RIV
Fall 2008
MOV
MOV
MOV
MOV
RIV
RIV
RIV
RIV
RIV
RIV
Spring
2008
MOV
MOV
MOV
MOV
RIV
RIV
RIV
RIV
RIV
RIV
HIS-7H
HUM5H
MAT12H
POL-1H
SPE-1H
CHE1AH
ENG1AH
ENG1BH
PHI-10H
ART-6H
ENG1AH
ENG1BH
HIS-6H
HUM4H
PHI-10H
ENG1AH
ENG1BH
GEG-1
HIS-7H
ENG1AH
ENG1BH
HIS-7H
HUM5H
MAT-12
POL-1H
45165
9
6
66.7%
5
55.6%
45182
20
17
85.0%
16
80.0%
46119
45747
46057
8
17
16
7
15
13
87.5%
88.2%
81.3%
6
15
12
75.0%
88.2%
75.0%
27612
12
12
100.0%
12
100.0%
27211
19
19
100.0%
18
94.7%
27218
27453
49077
17
15
20
15
15
20
88.2%
100.0%
100.0%
14
13
20
82.4%
86.7%
100.0%
47614
18
16
88.9%
13
72.2%
47634
49016
20
19
18
19
90.0%
100.0%
14
15
70.0%
78.9%
47874
49028
18
17
17
16
94.4%
94.1%
14
14
77.8%
82.4%
22331
18
15
83.3%
14
77.8%
22340
23011
22517
13
9
17
12
5
15
92.3%
55.6%
88.2%
11
5
13
84.6%
55.6%
76.5%
43264
17
16
94.1%
15
88.2%
43282
44125
23
11
20
10
87.0%
90.9%
20
7
87.0%
63.6%
43431
42559
43948
14
14
11
14
8
11
100.0%
57.1%
100.0%
13
7
7
92.9%
50.0%
63.6%
Fall 2007
MOV
MOV
MOV
MOV
RIV
RIV
RIV
RIV
Spring
2007
MOV
MOV
MOV
MOV
RIV
RIV
RIV
RIV
RIV
Fall 2006
MOV
MOV
MOV
RIV
RIV
RIV
RIV
ENG1AH
ENG1BH
HIS-6H
PHI-10H
ECO-7H
ENG1AH
ENG1BH
HUM4H
ENG1AH
ENG1BH
HIS-7H
POL-1H
ART-6H
ENG1AH
ENG1BH
HUM5H
SPA-1H
ENG1AH
HIS-6
PHI-10H
ART-6
ENG1AH
ENG-1B
HUM4H
27213
20
20
100.0%
18
90.0%
27787
27763
27458
18839
17
10
13
13
17
10
13
13
100.0%
100.0%
100.0%
100.0%
15
10
9
9
88.2%
100.0%
69.2%
69.2%
17683
20
18
90.0%
17
85.0%
17707
14
13
92.9%
12
85.7%
19013
16
16
100.0%
14
87.5%
48126
12
11
91.7%
9
75.0%
48128
48190
48177
48303
12
8
6
9
11
8
5
8
91.7%
100.0%
83.3%
88.9%
11
8
5
7
91.7%
100.0%
83.3%
77.8%
45780
15
12
80.0%
8
53.3%
48307
20
17
85.0%
14
70.0%
47959
46502
16
8
13
7
81.3%
87.5%
12
7
75.0%
87.5%
74388
73637
74386
71653
16
17
7
13
14
17
6
13
87.5%
100.0%
85.7%
100.0%
12
15
5
10
75.0%
88.2%
71.4%
76.9%
74703
72590
16
19
15
17
93.8%
89.5%
14
16
87.5%
84.2%
74601
21
16
76.2%
14
66.7%
RIV
POL-1H
74396
8
8
100.0%
7
87.5%
MOV
NOR
RIV
RIV
RIV
RIV
RIV
RIV
RIV
POL-1
POL-1
ENG-1A
ENG-1B
HUM-10
HUM-5
POL-1
POL-2
SPA-1
43653
43854
43174
41336
43788
41558
43789
43790
43791
8
4
21
12
10
16
8
10
10
7
4
18
10
10
14
8
6
7
87.5%
100.0%
85.7%
83.3%
100.0%
87.5%
100.0%
60.0%
70.0%
7
3
13
8
9
14
8
6
7
87.5%
75.0%
61.9%
66.7%
90.0%
87.5%
100.0%
60.0%
70.0%
Fall 2005
MOV
NOR
NOR
RIV
RIV
PHI-10
ENG-1A
POL-1
ENG-1A
HUM-4
70783
70780
70784
68022
70782
8
12
6
21
19
8
9
5
15
16
100.0%
75.0%
83.3%
71.4%
84.2%
8
8
5
13
13
100.0%
66.7%
83.3%
61.9%
68.4%
Term
Fall 2010
Course
ART-6H
CHE1AH
ECO-7H
ENG1AH
ENG1BH
HIS-6H
HIS-7H
HUM4H
PHI-10H
POL-1H
SPE-9H
Honors
0.9565
NonHonors
0.8544
94.7%
94.7%
82.3%
90.5%
Yes
No
84.6%
86.8%
No
93.7%
95.7%
80.0%
86.7%
84.7%
88.9%
Yes
Yes
No
95.2%
92.7%
100.0%
100.0%
81.2%
90.2%
86.0%
93.6%
Yes
No
Yes
Yes
ART-6H
100.0%
87.9%
No
Spring
2006
Fall 2009
Significant Difference?
Yes
CHE1AH
ENG1AH
ENG1BH
HIS-6H
HUM4H
HUM5H
PHI-10H
SPE-1H
Spring
2008
Fall 2007
Spring
2007
94.4%
82.7%
No
86.0%
85.7%
No
93.0%
83.8%
85.5%
83.6%
No
No
100.0%
74.8%
Yes
77.8%
92.5%
95.0%
93.6%
89.8%
89.1%
No
No
No
ENG-1A
ENG-1B
GEG-1
HIS-7
HUM-5
MAT-12
POL-1
88.6%
88.9%
55.6%
89.3%
100.0%
57.1%
100.0%
80.7%
82.8%
84.0%
83.7%
84.2%
77.2%
80.3%
No
No
Yes
No
No
No
No
ECO-7
ENG-1A
ENG-1B
HIS-6
HUM-4
PHI-10
100.0%
95.0%
96.8%
100.0%
100.0%
100.0%
85.7%
85.0%
85.0%
85.8%
77.5%
86.4%
No
No
No
No
Yes
No
ART-6H
ENG1AH
ENG1BH
HIS-7H
HUM5H
88.9%
82.5%
No
85.2%
79.2%
No
87.5%
100.0%
82.6%
79.0%
No
No
81.3%
84.4%
No
POL-1H
SPA-1H
83.3%
87.5%
77.8%
77.4%
No
No
ART-6
ENG1AH
ENG-1B
HIS-6
HUM4H
PHI-10H
POL-1H
100.0%
89.4%
No
90.6%
89.5%
100.0%
83.5%
85.9%
85.5%
No
No
No
76.2%
85.7%
100.0%
67.7%
82.7%
84.5%
No
No
No
ENG-1A
ENG-1B
HUM-10
HUM-5
POL-1
POL-2
SPA-1
85.7%
83.3%
87.5%
100.0%
95.0%
60.0%
70.0%
80.1%
83.1%
63.5%
83.5%
83.7%
97.2%
77.7%
No
No
No
No
No
Yes
No
Fall 2005
ENG-1A
HUM-4
PHI-10
POL-1
72.7%
84.2%
100.0%
83.3%
80.0%
69.1%
86.2%
84.0%
No
No
No
No
Term
Campus
Course
CHE1AH
ENG1AH
ENG1BH
HIS-6H
PHI10H
ECO-7H
Fall 2006
Spring
2006
Fall 2010
MOV
MOV
MOV
MOV
MOV
NOR
Section
Honors
NonHonors
Significant Difference?
27210
84.7%
82.8%
No
27263
100.0%
90.0%
Yes
27269
27359
95.2%
95.7%
88.9%
96.2%
No
No
27449
37560
100.0%
94.7%
89.7%
95.9%
Yes
No
NOR
NOR
NOR
RIV
RIV
RIV
RIV
RIV
RIV
RIV
Fall 2009
MOV
MOV
MOV
MOV
MOV
NOR
*
NOR
NOR
RIV
RIV
RIV
RIV
RIV
RIV
ENG1AH
ENG1BH
POL-1H
ART-6H
ENG1AH
ENG1BH
HIS-7H
HUM4H
PHI-10H
SPE-9H
CHE1AH
ENG1AH
ENG1BH
HIS-6H
PHI-10H
ENG1AH
HUM5H
SPE-1H
ART-6H
ENG1AH
ENG1BH
HIS-6H
HUM4H
PHI-10H
37190
73.9%
88.1%
No
37603
37554
47198
95.5%
100.0%
95.7%
88.2%
87.8%
84.0%
No
Yes
Yes
47581
81.8%
84.9%
No
47597
49080
90.0%
80.0%
84.6%
87.2%
No
No
47856
48200
49122
95.2%
85.7%
100.0%
66.7%
89.4%
93.5%
Yes
No
Yes
27084
94.4%
92.6%
No
27211
88.2%
86.8%
No
27218
27812
27467
95.0%
88.2%
88.9%
92.5%
87.2%
91.7%
No
No
No
37776
89.5%
86.6%
No
37746
37724
47175
80.0%
95.0%
100.0%
72.3%
89.9%
91.3%
No
No
No
47614
81.0%
84.9%
No
47634
47887
91.3%
80.0%
86.8%
76.3%
No
No
47922
48306
100.0%
95.5%
72.4%
89.5%
Yes
No
* NOR compared HUM-5H with HUM-4 this semester
Term
Fall 2010
Fall 2009
Spring
2008
Course
ART-6H
CHE1AH
ECO-7H
ENG1AH
ENG1BH
HIS-6H
HIS-7H
HUM4H
PHI-10H
POL-1H
SPE-9H
Honors
95.7%
NonHonors
67.0%
89.5%
84.2%
66.9%
65.4%
Yes
Yes
80.0%
70.9%
No
87.3%
87.0%
48.0%
75.1%
58.1%
70.6%
Yes
Yes
Yes
90.5%
92.7%
100.0%
100.0%
53.3%
64.5%
61.6%
80.0%
Yes
Yes
Yes
Yes
ART-6H
CHE1AH
ENG1AH
ENG1BH
HIS-6H
HUM4H
HUM-5H
PHI-10H
SPE-1H
95.7%
68.0%
Yes
94.4%
72.3%
Yes
79.0%
68.0%
No
76.7%
67.6%
75.0%
59.9%
No
No
81.0%
61.1%
92.5%
80.0%
49.7%
76.6%
65.7%
74.3%
Yes
No
Yes
No
ENG-1A
ENG-1B
GEG-1
HIS-7
HUM-5
MAT-12
82.7%
86.1%
55.6%
71.4%
92.9%
50.0%
67.5%
71.4%
67.2%
64.3%
65.8%
66.7%
No
No
No
No
No
No
Significant Difference?
Yes
POL-1
Fall 2007
Spring
2007
Fall 2006
Spring
2006
77.8%
57.8%
No
ECO-7
ENG-1A
ENG-1B
HIS-6
HUM-4
PHI-10
69.2%
87.5%
87.1%
100.0%
87.5%
69.2%
58.2%
67.4%
72.4%
62.0%
48.8%
59.0%
No
Yes
No
Yes
Yes
No
ART-6H
ENG1AH
ENG1BH
HIS-7H
HUM-5H
POL-1H
SPA-1H
77.8%
66.5%
No
63.0%
64.7%
No
78.1%
100.0%
75.0%
83.3%
87.5%
71.1%
53.6%
60.9%
57.2%
63.1%
No
Yes
No
No
No
ART-6
ENG1AH
ENG-1B
HIS-6
HUM-4H
PHI-10H
POL-1H
76.9%
69.8%
No
81.3%
84.2%
88.2%
66.7%
71.4%
87.5%
67.3%
74.6%
63.3%
48.5%
57.1%
60.9%
No
No
Yes
No
No
No
ENG-1A
ENG-1B
HUM-10
HUM-5
POL-1
POL-2
SPA-1
61.9%
66.7%
87.5%
90.0%
90.0%
60.0%
70.0%
66.0%
72.5%
34.6%
67.4%
67.6%
75.0%
58.4%
No
No
Yes
No
Yes
No
No
Fall 2005
ENG-1A
HUM-4
PHI-10
POL-1
Term
Campus
Fall 2010
MOV
MOV
MOV
MOV
MOV
NOR
NOR
NOR
NOR
RIV
RIV
RIV
RIV
RIV
RIV
RIV
Fall 2009
MOV
MOV
MOV
MOV
MOV
63.6%
68.4%
100.0%
83.3%
Course
CHE1AH
ENG1AH
ENG1BH
HIS-6H
PHI-10H
ECO-7H
ENG1AH
ENG1BH
POL-1H
ART-6H
ENG1AH
ENG1BH
HIS-7H
HUM4H
PHI-10H
SPE-9H
CHE1AH
ENG1AH
ENG1BH
HIS-6H
PHI10H
65.0%
57.3%
59.7%
61.7%
Section
No
No
Yes
No
Honors
NonHonors
Significant Difference?
27210
89.5%
72.4%
No
27263
95.0%
78.9%
Yes
27269
27359
27449
37560
95.2%
87.0%
100.0%
84.2%
81.4%
88.7%
59.8%
81.6%
Yes
No
No
No
37190
69.6%
72.1%
No
37603
37554
47198
77.3%
100.0%
95.7%
80.7%
64.5%
62.7%
No
Yes
Yes
47581
77.3%
67.3%
No
47597
49080
90.0%
48.0%
69.7%
63.8%
Yes
No
47856
48200
49122
90.5%
84.7%
100.0%
42.2%
70.2%
77.1%
Yes
No
Yes
27084
94.4%
88.9%
No
27211
88.2%
73.4%
No
27218
27812
95.0%
82.4%
83.0%
71.3%
No
No
27467
88.9%
63.9%
Yes
NOR
*
NOR
NOR
RIV
RIV
RIV
RIV
RIV
RIV
ENG1AH
HUM5H
SPE-1H
ART-6H
ENG1AH
ENG1BH
HIS-6H
HUM4H
PHI10H
37776
79.0%
71.6%
No
37746
37724
47175
65.0%
80.0%
95.7%
60.0%
77.9%
66.8%
No
No
Yes
47614
71.4%
64.9%
No
47634
47887
60.9%
55.0%
75.0%
47.9%
No
No
47922
81.0%
34.5%
Yes
48306
95.5%
63.5%
Yes
* NOR compared HUM-5H with HUM-4 this semester
Appendix F GPA Data
Term
Fall 2010
Course
ART6H
CHE1AH
ECO7H
ENG1AH
ENG1BH
HIS-6H
HIS-7H
Honors
GPA
Non-Honors
GPA
Significant Difference?
3.86
2.60
Yes
3.39
2.40
Yes
3.11
2.10
Yes
3.09
2.49
Yes
3.08
3.23
2.00
2.63
2.23
2.50
Yes
Yes
No
HUM4H
PHI10H
POL-1H
SPE-9H
Fall 2009
ART6H
CHE1AH
ENG1AH
ENG1BH
HIS-6H
HUM4H
HUM5H
PHI10H
SPE-1H
Spring
2008
ENG1A
ENG-1B
GEG-1
HIS-7
HUM-5
MAT-12
POL-1
Fall 2007
ECO-7
ENG1A
ENG-1B
HIS-6
HUM-4
PHI-10
2.70
1.93
Yes
3.55
3.56
3.15
2.21
2.17
2.68
Yes
Yes
Yes
3.48
2.10
Yes
3.11
2.12
Yes
2.23
1.94
No
2.53
2.29
2.12
1.82
No
No
2.21
1.30
Yes
1.60
2.53
Yes
3.18
2.50
1.96
2.24
Yes
No
2.56
2.64
1.67
2.54
2.71
1.57
2.18
1.99
2.09
1.99
2.05
2.05
2.09
1.68
Yes
Yes
No
No
No
No
No
2.46
1.58
Yes
2.59
2.75
3.50
2.65
2.46
1.99
2.01
2.00
1.42
1.80
Yes
Yes
Yes
Yes
No
Spring
2007
ART-6H
ENG1AH
ENG1BH
HIS-7H
HUM5H
POL-1H
SPA-1H
3.11
2.14
No
2.11
1.86
No
2.47
3.63
2.05
1.62
No
Yes
2.44
2.83
2.67
1.90
1.61
1.91
No
Yes
No
ART-6
ENG1AH
ENG-1B
HIS-6
HUM4H
PHI-10H
POL-1H
2.86
2.25
No
2.26
2.04
2.47
1.85
2.10
1.86
No
No
No
2.00
2.14
3.13
1.04
1.70
1.69
Yes
No
Yes
ENG-1A
ENG-1B
HUM10
HUM-5
POL-1
POL-2
SPA-1
1.81
2.08
1.88
2.05
No
No
2.41
2.00
3.05
1.67
2.80
0.98
2.00
1.94
2.47
1.81
Yes
No
Yes
No
No
Fall 2005
ENG-1A
HUM-4
PHI-10
POL-1
2.03
2.00
3.13
3.17
1.81
1.57
1.85
1.83
No
No
Yes
Yes
Term
Campus
Fall 2006
Spring
2006
Course
Section
Honors
Non-
Significant Difference?
Honors
Fall 2010
MOV
MOV
MOV
MOV
MOV
NOR
NOR
NOR
NOR
RIV
RIV
RIV
RIV
RIV
RIV
RIV
Fall 2009
MOV
MOV
MOV
MOV
MOV
NOR
CHE1AH
ENG1AH
ENG1BH
HIS-6H
PHI10H
ECO7H
ENG1AH
ENG1BH
POL-1H
ART-6H
ENG1AH
ENG1BH
HIS-7H
HUM4H
PHI10H
SPE-9H
CHE1AH
ENG1AH
ENG1BH
HIS-6H
PHI10H
ENG-
27210
3.39
2.71
No
27263
3.75
2.64
Yes
27269
27359
3.30
3.23
2.93
3.08
Yes
No
27449
3.75
2.10
Yes
37560
3.11
2.34
Yes
37190
2.71
2.52
No
37603
37554
47198
2.90
3.56
3.86
2.68
2.25
2.40
No
Yes
Yes
47581
2.72
2.41
No
47597
49080
3.06
2.00
2.44
2.27
Yes
No
47856
2.70
1.67
Yes
48200
49122
3.33
3.15
2.56
2.53
Yes
Yes
27084
3.11
2.85
No
27211
2.42
1.95
No
27218
27812
3.50
2.88
2.47
2.24
Yes
No
27467
37776
3.33
2.42
1.94
2.10
Yes
No
*
NOR
NOR
RIV
RIV
RIV
RIV
RIV
RIV
1AH
HUM5H
SPE-1H
ART-6H
ENG1AH
ENG1BH
HIS-6H
HUM4H
PHI10H
37746
37724
47175
1.60
2.50
3.48
1.37
2.38
2.10
No
No
Yes
47614
1.91
1.87
No
47634
47887
1.76
1.81
2.04
1.33
No
No
47922
2.21
0.81
Yes
48306
3.05
1.97
Yes
* NOR compared HUM-5H with HUM-4 this semester
Appendix G Honors Program Assessment Update
Goals developed at the January 14th Retreat:


Data Collection —we are still working to get on a clear schedule for receiving routine data.
Recruitment: Outreach to underserved groups. Put literature where they are. STEM, CAP, Puente, Ujime, Faculty knowledge, Visible
Presence (signs, posters), social networking with student testimonials, Honors website (put that link around), student testimonials on video,
youtube channel, advocates can visit classes
o Notice has gone out to STEM, Puente, CAP, Veterans Resources, the Student Success Committee, and Ujime about the availability of
honors student ambassadors to visit classes, go to centers to talk to fellow students about the honors program
o Meetings with STEM fall and spring have enhanced cooperation here
o Presentation to the Student Success Committee
o Honors students and faculty are working with Emile Bradshaw to develop an Honors Program video—we are in pre-production and
have a script; we are currently in the process of scheduling days/ times to shoot video; post-production will be done over the summer

Required Orientation—a procedure is in place and will be implemented Fall 2011

Student Mentorship/ peer mentoring: honors class advocates have participated in orientation sessions for new students, are serving as honors
program ambassadors and we will continue to develop these areas next year.

Faculty Advising: Some honors faculty are doing a portion of their office hours in the Honors Center. Next year we would like to implement a
process of assigning a faculty member to help students move through the program and help with transfer, in addition to counseling. This
would be on a volunteer basis and we would match students and faculty by major. Partner up with STEM to funnel our science students.
o This is a project for next year


Transfer Students could mentor incoming transfer students. Exit survey should have information about transfer. Semester or year after they
transfer, another survey. Are you willing to mentor an incoming transfer students. Fall welcome lunch could have transfer students who come
back and talk about their transfer institutions and what was useful about the program. More overlap among students.
Faculty Development: Pedagogical development, sit in on each other’s classes, share ideas with each other. Conferences? Could we run our
own conference for honors faculty? Most active members are in the Inland Empire. Get together with faculty from other campuses. Regional
Brown Bag.
o In addition to Flex activities already scheduled, we’ll continue to work on this goal next year, in particular on the goal of doing a
regional honors teaching and learning session.
Spring: 2011









Advocate Terms and Training/ Tasks--done
District and College Councils and completion of Charter—in process
Brown Bag Colloquia/ Workshops—Transfer success workshop done May 3rd
Faculty Development Session End of Term and sit in on each other’s classes—in process
Survey Monkey--done
Outreach to other groups on campus—in process; ambassadors available
Write Curriculum for 1-unit class
Honors Scholarship/ Adhoc Committee—in process
Start planning Regional teaching and learning session
Next Fall 2011:
 Require the Orientation—process defined and ready to implement
 Alumni Participation--ongoing
 Faculty Advisors on a volunteer basis—in process
 Planning for Regional teaching and learning in honors session for next Spring
 Include faculty in our conference
 Honors Assessment project with sample papers and assignments
Spring 2012:
 Host a regional teaching and learning in honors session
 We will do another January Retreat to revisit and reassess goals and progress
 Continuation of ongoing projects
Honors Program SLOs
Upon completion of the Honors Program students will be able to
1. Debate complex ideas across a range of academic contexts in seminar-style classes
2. Research and compose text-based analytical essays, speeches, and projects
3. Analyze, question and/ or evaluate primary sources and scholarly readings
What we have been doing to assess these outcomes:

This year during our January 14th retreat, we began the process of updating/ revising/ streamlining our outcomes. This process was
finished at the April 22nd District-wide Honors advisory Council meeting. The language here in this document reflects the revision.

Activities that are a part of the honors program provide an opportunity for faculty to read, review, and assess select students’
achievement of these outcomes. These include the process of faculty review of student submissions for the fall honors conference and
the spring essay contest. In addition, students who present at the fall or spring conference are also encouraged to participate in
practice sessions with 2-5 faculty present as they hone presentations.

More formally, we have begun a project gathering sample assignments and completed work in a variety of classes in order to
specifically assess SLO number 2. Faculty are gathering materials this semester and we will meet to review them on…. And will be
meeting during FLEX on…. To continue to discuss our findings and work together to sharpen assignments for our seminars. This is
an ongoing project that will carry us into next year. Formal honors faculty sessions during FLEX opportunities will provide an
ongoing mechanism for regular discussion of assignments, materials.
Honors Program Service Outcomes
In alignment with its mission statement, the Honors Program will
1. Provide outreach to diverse demographic groups in the college, district, and community
2. Enhance students’ readiness for transfer through academic preparation, advising, workshops, and transfer agreements
3. Provide students with opportunities for intellectual and social interactions through conferences, program sponsored events, and an honorsdesignated space where students can interact with one another and faculty
4. Offer a range of transferable honors courses with enough sections for students to be able to complete the program in two years
5. Offer the opportunity for students to take leadership roles in the Honors Program
6. Provide faculty the opportunity to innovate and share ideas to enhance the learning environment for students in honors and non-honors classes
alike
Some information on our Student Surveying Results from Spring 2010 and Fall 2010:
This past winter we were able to get a small amount of clerical assistance and so were able to get two semesters worth of end of term survey results
compiled (Spring 10 and Fall 11). And this spring, we were able to migrate the survey instrument to Survey Monkey so getting compilations of
results will be much easier. The survey addresses students’ perceptions of their experiences in the Honors Program as a whole, not just individual
classes. For students who are completing their time at RCC and moving on to a transfer institution, there are some additional questions that will
hopefully allow us to be able to stay in contact with some of our graduates and build a network of students who can serve as contacts and mentors for
new Honors students. The District Honors Advisory Council will review the results of the surveys and discuss them at the May meeting as time
permits, but because the colleges have differing resources and cultures, the more appropriate venue for a thorough discussion of the results (all of
which came from Riverside) will be the Riverside College Honors Advisory Council which will meet again in the fall. At that time, we will be able
to have a thorough discussion of the results and should also have results from the Spring 11 surveys to add to the discussion. The survey instrument
and compiled results are attached to this document in Appendix G, the assessment report. Once we are able to thoroughly review the results, the
Advisory Council will have a better sense of other groups with whom we might need to share the information.
We will continue to improve the use of our survey instrument (facilitated by having it on survey monkey) and, of course, continue to refine the
survey instrument itself. As the Honors Advisory Council moves to a structure where college meetings as well as District meetings are part of the
mix (the charter which we are completing this spring will help provide a clearer structure for this), we will be able to more thoroughly discuss and
address the results of the survey at the college level and thus more concretely link our specific goals, requests, etc to results of this ongoing
assessment. The process of moving from a group that functions mostly at the District level to one that functions more independently at the collegelevel has been a process!
Spring 2010
II. About Your Experience in the Honors Program
What were the items that most positively impacted your honors experience? Please choose no more than 5.


















Being with peers with similar abilities, goals, motivation, and work ethic. 49
Greater opportunity to interact with Professors 34
Exploring topics in greater depth and with more meaningful assignments 39
Developing writing and research skills through honors assignments 30
The emphasis on seminar discussion and active participation in Honors classes 23
A sense of belonging to a community 15
Transfer opportunities (i.e. UCLA TAP)21
Academic preparation 20
Class Field Trips 0 (we have had no budget for field trips)
Welcome/ Orientation lunches and end of semester get togethers 3
HTCC Building Bridges conference 3
Fall Honors Conference 2
Participation in essay contest 3
Serving as a class advocate, serving on Honors Advisory Council and/ or as
newsletter student editor 3
Resources available in Quad 15 (computers, study space, etc)21 (this is now our Q207 space)
Better counseling for transfer 7
Workshops on preparing personal essays for university applications and scholarships 1
Other, please specify 0
On a scale from very satisfied (4) to dissatisfied (1) rate the following
4 very satisfied
General support of the Honors Program
Honors Program advising/ counseling
Number and variety of honors courses
Communication about Honors Program scheduling, activities, and other
information
Honors Program website
2
neutral
4
3
11
8
1
dissatisfied
32
16
12
10
3
satisfied
9
24
23
23
8
13
19
1
2
2
Honors Program FaceBook page
Facilities in Quad 15
Opportunities to interact with students and faculty
Range of honors activities and programming
Enrichment activities, such as field trips
Honors student conferences
9
21
32
2
7
9
7
14
10
1
12
11
21
7
1
3
1
15
22
5
1
Strongly
agree
Agree
Neutral
Disagree
I am better prepared for transfer because of my participation in the Honors
Program
Participation in the Honors Program has increased my satisfaction with RCC
28
11
5
36
3
2
The Honors Program has been a worthwhile experience for me
37
6
1
Please share any specific comments, suggestions, feedback about the RCCD Honors Program based on your experience.
I really enjoy the smaller class size and being around students who really have a passion for learning is a plus as well.
If money were no object, what changes would you suggest for the RCCD Honors Program?
 Offer the Chemistry Honors class on the Riverside campus.
 Have more honors courses that is directed towards STEM majors.
 Well, more classes would be great! That way I wouldn’t have to take classes that are completely non-related to my major in order to meet the
6 (honors) class requirement to complete the honors program.
 I would want to go on field trips.
 Maybe more field trips, but other than that I have no suggestions. I am very happy with the honors program!
 More Honors classes.
 Mil Hist honors class, 60 inch TV and cappacino machine for the lounge.













Bigger lounge; more classes; more field trips.
I haven’t experienced enough of the program to know what changes would benefit the whole program. Ms. Douglass’ honors 1A class seems
to be a great introduction to the program and the onl issues I have had with her class are adjusting to her writing style coming from high
school and not experiencing English 60 or 50.
More classes!!! More publicity – I didn’t know about it until my 2nd semester (and that was because a student from the program happened to
be in one of my classes).
Wider variety of classes including a third humanities section concentrating on late 19th century to present, and some sort of science class.
More class variety. A bigger room than Quad 15 – a couple more computers.
The counseling is okay, but I would like a greater knowledge on how to achieve a specific career goal.
Expand into the arts, have a honors theater or honors painting – also move into health sciences I would make a specific webpage students can
log in to and write in forums about classes, create profiles and also submit electronic copies of their essays
I would increase the number of honors classes. The program is awesome, I just wish there wee a wider variety of classes available.
A bigger quad with more equipment available.
More field trips to 4-year universities that students may be interested in transferring to.
Increase Dr. Sell’s Pay (For she does so much for us) More books / Reading materials for classes (in actual honor classes)
I am satisfied w/the honors program.
More classes! Possible summer / winter.
What advice/ comments would you share with students considering or just entering the RCCD Honors Program?
 If you enjoy a challenge and being pushed to do better than you thought possible… apply to the Honors Program.
 It is a very wonderful experience. You are surrounded by people who are just as committed and hardworking as you are. The faculty is
approachable and easy to talk to.
 Take the honors classes because the small class size ensures that you get the attention and help that you may need. The instructor is more
likely to know your name, and will be more willing to work with you outside of class.
 To take advantage of the recources and teachers.
 Don’t worry. Just work hard and you will be okay.
 It is extremely worthwhile and I would strongly recommend it to anyone. It gives you a sense of belonging and it provides you with a lot of
support and counseling for transfer.
 Be proactive and seek help, use resources that you have.
 Don’t get overwhelmed.
 It’s not something that a student should try if they’re are not serious about college and LIFE in general. Honors is definietely only for the
dedicated pupil.
 Be open-minded and speak up about your thoughts. Ready to face a challenge do ALL your work ON TIME.










Be ready to do the actual work.
Don’t be intimidated, but try and keep up with the readings and the papers won’t be so difficult.
Just try it.
If you want to feel like you belong to something great do this – RCC is filled with people who don’t know where they are going but these
people do. The drive and determination is inspiring and stimulating. There are no Debbie Downers.
Take the classes seriously and be prepared. It is an enriching academic experience.
Put 100% effort in all classes and not slack off for any reason, not even or a second.
It increases your satisfaction with RCCD.
Fun, Great classes that force you to think, and engage in academic conversations. Papers are excessively hard & push you to the limits.
Extremely rewarding.
I would encourage them to do it. It’s more difficult than regular classes, but totally worth it.
Do it!
RCCD Honors Program Survey Fall 2010
I. About You
Are you planning to complete the Honors Program? _26_ yes _6_no
If you plan to complete the Honors Program, will you do so with Track A (6 honors classes) or Track B, and if Track B which math/ science
courses did you plan to use for program completion?
27__ Track A
_2__ Track B ( circle the classes below you plan to take)
Chemistry 12A -2
Chemistry 12B - 1
Physics 2B - 2
Physics 2C - 1
Physics 4B - 1
Physics 4C- 1
Math 1C- 1
Math 2- 1
Math 3- 1
Did you receive a notification that your SEP was out of date this semester? __19 _ yes _16__ no
If yes, did you complete an updated SEP this semester?
8 yes 12 no
When is your target date for transfer (e.g. what semester do you hope to complete work at RCC), to what universities are you considering
applying for transfer and in what major?
Institutions – Cal State Fullerton; Fall 2012 Azusa Pacific, La Sierra, CMA; Redlands, Loma Linda University; 2012 UCI, UCR, SDSU,
UCSD, UCSB; Apply Spring 12 Transfer Fall 12 to UCLA, Berkley, UCSD; UCLA; UCLA; Fall 2011 UC Berkley, Santa Cruz, Irvine, Davis;
CSSB, CBU; UCI;
Spring 2011 SDSU; UCLA; UCLA, Stanford, UCR; Fall 2011 UCSB; 2011 Humboldt State Univ, Cal State Polytechnic; Fall 2011 CSUSB; UCI,
UCR, Berkley; Transfer Fall 2011, Finish Spring 2011 UC Davis, UCLA, UCI; Univ of Michigan, Windsor, Toronta or UC Davis; I don’t have a
transfer plan, nor any motivation to seek a degree. If I get one I get one, if I don’t, I don’t. only here for the knowledge. UCR, UCLA, UCI, UCSD;
Tarrant County College; UCI, UCSB, UCSD, CAL, Davis, Riverside; UCI and UCR Fall 2011; UCR, UCI, UCLA; IDK; Transfer Fall 2011/2012;
Fall 2012 UCR, UCSD; Fall 2011 UCI, Chapman, Northeastern University, UCSD, UCR; 2011/2012 Loma Linda University; I have no idea. Private
University; Berkley, UCLA, UC Santa Cruz; Fall 2011, UCR; Cal State San Bernardino;
Major- BSN; Economics, Pol. Econ. GSMA; Speech Pathology; Criminal Justice; Psychology/Business Psychology; Communication
Studies; Philosophy; Sociology; Liberal Arts; Computer Science; Health Science (Public Health); Film; Philosophy; Psychology; SLO
Conservation of Natural Resources, Environmental Management and Protection; Sociology; Business; English; Biology or Botany; I’m not sure;
English; Nursing; Philosophy; Asian language and literature or linguistics @ UCR; Psychology/Social Behavior; International Studies;
Math/Science possibly change; History; Biochemistry; Nursing; Undecided; History/ Humanities; History-Law Society Minor – American Studies;
Music Performance;
Which Honors Program Transfer agreements are you planning to utilize?
UCI; Igetc; TAP; none; TAP; unsure; UCI; TAP, TAG, five answered “I don’t know.”; None; TAG; IAETC; none; TAPS; N/A;
Have you visited the Transfer Center on campus? _22_yes _16_no
If yes, have you complete paperwork for any TAG agreements? 13 no 3 yes I don’t know what TAG is.
Are you part of STEM? _5__yes _30__no
II. About Your Experience in the Honors Program
What were the items that most positively impacted your honors experience? Please choose no more than 5.
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Being with peers with similar abilities, goals, motivation, and work ethic. 29
Greater opportunity to interact with Professors
28
Exploring topics in greater depth and with more meaningful assignments
24
Developing writing and research skills through honors assignments 18
The emphasis on seminar discussion and active participation in Honors classes
20
A sense of belonging to a community
9
Transfer opportunities (i.e. UCLA TAP)
8
Academic preparation 13
Class Field Trips
2
Welcome/ Orientation lunches and end of semester get togethers
HTCC Building Bridges conference
Fall Honors Conference
4
Participation in essay contest 1
Serving as a class advocate, serving on Honors Advisory Council and/ or as
newsletter student editor 1
Resources available in Quad 15 (computers, study space, etc)
15
Better counseling for transfer 8
Workshops on preparing personal essays for university applications and scholarships 3
Other, please specify Amazing Professors
On a scale from very satisfied (4) to dissatisfied (1) rate the following
4 very satisfied
General support of the Honors Program
Honors Program advising/ counseling
Number and variety of honors courses
Communication about Honors Program scheduling, activities, and other
information
Honors Program website
Honors Program FaceBook page
Facilities in Quad 15
Opportunities to interact with students and faculty
23
15
11
16
3
satisfied
11
15
14
12
7
5
21
27
13
9
7
8
10
15
7
2
3
1
Range of honors activities and programming
Enrichment activities, such as field trips
Honors student conferences
9
6
14
18
7
7
6
19
14
1
4
Strongly
agree
Agree
Neutral
Disagree
19
11
4
23
24
11
11
I am better prepared for transfer because of my participation in the Honors
Program
Participation in the Honors Program has increased my satisfaction with RCC
The Honors Program has been a worthwhile experience for me
2
neutral
1
6
6
6
1
dissatisfied
Please share any specific comments, suggestions, feedback about the RCCD Honors Program based on your experience.
 Love how challenging Honors courses are.
 I enjoy the small class size, quality professors, and the academic inclination of my fellow students.
 I love it! Great experience.
 More classes, more activities.
 Interesting, competitive & better prepared.
 It’s my first honors class and it was a good experience.
 I loved being part of the honors program. It’s sad I won’t be able to finish it.
1
5
2
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Pretty cool story. I have agoraphobia, so less students is gud.

It is an amazing experience. I feel very accepted by my fellow students and Professors. When I first came to RCC, taking general edu. Classes
was frankly depressing but the Honors program gave me a chance to become a better student and individual.
The support I received from my professors in the form of criticism and discussion have been extremely helpful.
I am very glad that I chose to join the honors program, it has truly helped me grow as a student and meet new, great faculty and students. I
know for a fact I know way more about transferring than the average student because of the honors program.
It’s been a great program whose professors are always available to assist. The discussion in class are phenominal and have broadened my
analytical skills.
Great class that opened me up to different way of thinking about things than I would have ever thought about.
Thank you for ALL that you do Dr. Sell.
I don’t recall receiving any information about additional transfer help through the honors program. This would have been very useful for me,
so I hope that this information can be more accessible in the future.
I have taken 4 classes in the Honors Program, a have completely enjoyed each one. I love the small class size and more personal relationships
with peers & faculty. It makes it easier to be successful in the program.
Access to counselors and support for transfer.
I love the sense of community amongst the honors students and the smaller classes. Getting better one on one time w/teachers are awesome.
The website needs to be updated and should be able to address more questions.
It’s a great experience, great way to enhance your writing skills, thinking skills, and a great way to meet people.
Early registration.
Best part of the program is Dr. Sell & Dr. Yoshino Smart, helpful and entertaining.
My two honors classes were my favorite classes at RCC. All three instructors were fantastic.
Good, good, good teachers 
It’s nice being treated like you are intelligent and being asked challenging and thought provoking questions. I hope the questions never get
easier as it helps students rise to the occasion.
Offer honors lab hours/credit, possibly more multimedia.
More classes need to be included. Not enough classes for amount of honors students in program. Greater variety of classes offered.
If money were no object, what changes would you suggest for the RCCD Honors Program?
Don’t know.
BETTER HONORS LOUNGE
 More space
 More resources
 More Wsikle (spelling/word unknown)
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More classes available
More activities
Bigger room! Nothing it is great.
More field trips.
Add a broader variety of Honors’ classes such as for psychology.
MORE CLASSES!
Offer more classes.
More classes offered.
Getting a bigger lounge than Quad 15.
More classes.
More classes.
Musical performances, benefit shows (sweet Baltics)
More classes available to students.
I would suggest better communication and encouragement of events.
A counselor just for Honors students; not just for our transfer plans but for our psychological health. School is stressful.
Offer more variety of honors classes during the fall & spring. I would suggest more advertising to spread the word about the honors program
at RCC and surrounding high schools so students can join their first semester.
More classrooms that offer honors. More resources in the lounge such as computer availability. There should be more space in the “center.”
Moe classes offered increasing a larger spectrum of subjects.
An assistant for Dr. Sell.
I would add more computers to the honors lounge, more printers, and more enforcement of the “academic purposes only” policy on said
computers.
I don’t think there are any necessary changes.
Class sizes of 10 – 15 and unlimited office hours with our wonderful professors.
More classes in other fields.
Honors social events/gatherings, whatever that may be.
Offer more honors classes.
More classes!!!!!
None
Bigger center, more handouts, more multimedia
More classes, more field trips, to university campuses.
What advice/ comments would you share with students considering or just entering the RCCD Honors Program?
Be prepared and enjoy it.
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Take as many honors classes as you can, specifically Eng 1AH (w/Douglass), 1GH, SPE 9H & 1H with Ms. Wiggs, and maybe HIS 7H.
Do it! It’s a great opportunity to meet cool new people and get better classes where you learn more.
Go for it, give it your best and it will all work out.
It’s a great experience.
It is a lot of work, but it is worthwhile because of the relationships you form with professors and other students.
The honors program is a great place to meet people of like mind and motivation.
It’s not scary! Seriously.
Try to do your work on time.
Don’t take more than 2 honors classes per semester unless you are super-duper studious and make sure you allow yourself some time to relax
once in awhile.
Pace yourself. Read ahead and write papers as if they were due a week before the actual deadline. DON’T PANIC.
Just do it!  The honors program will make your experience at RCC a million times better.
Talk to you r peers! They are an amazing resource.
Give it a try you might actually learn something.
Have fun, be optimistic & challenge yourself.
Use the Honor’s lounge for printing, and try to find additional transfer help.
I would let them know that the courses are rigorous but definitely worth the hard work in the end. They are very helpful in enriching your
academic career.
Just Do It.
Read everything twice and write clear notes.
Don’t take more classes than you can handle!
Just try it.
Do it!
Work hard and take Hum 415H.
It’ll be one of the best decisions you’ll ever make.
Work hard, you will be glad you did
Study, read, write and have an open mind.
The Honors Program enriches your college experience. The papers and assignments are meaningful, you work with a great group of people.
Professors are really helpful and want you to exceed in your major and expand your horizons.
UCLA Admin Stats for RCCD Fall 2006-Fall 2009