HONORS COLLEGE
EFFECTIVENESS EVALUATIONS
Mission
The mission of the Honors College is (1) to attract
and (2) to retain academically well-prepared and
intellectually gifted undergraduates. (1) Honors
College personnel assist the University's admissions
processes by designing and distributing recruitment
materials for potential Honors students including
Advanced Academy students and students interested
in intercollegiate Debate. (2) The Honors College
provides an enhanced and supportive learning environment
for its students by regularly offering small Honors
sections of regular curriculum courses, interdisciplinary
Honors courses, special Honors seminars, and opportunities
for research and the presentation of that research
in appropriate venues. The active involvement of
faculty known for their excellence in teaching
and support for student research is necessary for
this latter objective to be accomplished. In addition,
personal one-on-one advising concerning registration,
scholarship opportunities, and opportunities for
research presentations are regularly conducted
by Honors College personnel
Goals
College Goal |
University Mission |
Bread and Butter
Goal |
Provide educational
opportunities for exceptional undergraduate
students |
Educational opportunities
for exceptional students through initiatives
such as the Honors College and Advanced Academy
of Georgia |
1. Commitment
to UWG's mission and goals.
2. Enrollment management.
3. Academic Programs |
Increase enrollment
in the Honors College while maintaining its
diverse makeup. |
Affirmation of
the equal dignity of each person by valuing
cultural, ethnic, racial, and gender diversity
in students, faculty, and staff. |
1. Commitment
to UWG's mission and goals.
2. Enrollment management.
3. The university
experienc e. |
Outcomes, Processes to assess these Outcomes,
and Assessment results
where Appropriate
Outcomes |
Assessment |
Results |
44 Honors courses
were offered enrolling 538 students |
Student course
evaluations were uniformly very positive |
Increased enrollment
for fifth consecutive year |
Students presented
research in five different venues |
Informed discussions
with Honors Council recommended increased
opportunities |
The number of
venues increased |
Students received
a number of scholarships and were admitted
to graduate and professional schools of their
choices |
Informal discussion
with Honors Council led to concern about
information available |
Increased publicity
and number of personnel advising. “Scholarship
Day” was created |
An example of How the College used the
assessment of Goals and
Outcomes to Change/Improve a Process
Prior to year 2001-2002, advising about the opportunities
for application for national and internationally
competitive scholarships was conducted intermittently.
As a result, fewer students who would have been
eligible knew about processes, deadlines, preparations,
etc. After much discussion among Honors College
personnel and Honors students, the processes have
been revised so that potentially eligible students
are selected and notified far in advance of application
deadlines. Honors College staff holds a “scholarship
day” where invited students are apprised of opportunities
and information and application materials are distributed.
As a result, there is much more student interest,
and many more student applications were handled
this year.
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