Núcleos Temáticos y Problemáticos • Características de un Líder
2.1 CARACTERÍSTICAS DE UN LÍDER
The student demonstrates interpersonal and collaborative skills by communicating ideas in the process of researching and writing the thesis, responding to criticisms from faculty advisors, taking the initiative, and meeting deadlines.
__Honors with Distinction __Honors __Unacceptable
32 Appendix E.
Honors College 2010-2011 ALC Assessment
Note: All Outcomes below are tied to FAU Strategic Plan related goals & objectives as follows:
Goal 1(all objectives): Providing Increased Access to Higher Education
Goal 1, Objective 1: Assure student achievement in baccalaureate degree programs by developing and implementing Academic Learning Compacts
Goal 1, Objective 3: Promote the academic success and improve the retention rate of first-time-in- college (FTIC) students
Goal 1, Objective 4: Promote timely completion of degrees and increase the graduation rate of FTIC students
Goal 1, Objective 5: Promote the timely completion of degrees and increase the graduation rate of Associate in Arts transfer students
Goal 1, Objective 10: Award graduate and undergraduate degrees in targeted and non-targeted areas consistent with Board of Trustees-approved Board of Governors Accountability Targets
Goal 7(all objectives): Increasing the University's Visibility
Goal 7, Objective 1: Showcase University accomplishments internally to faculty, staff and students Goal 7, Objective 2: Showcase University accomplishments externally to local, regional, national and international audiences
Outcome: 1
Outcome Description
Effective Critical thinking skills: Through the writing of an honors thesis students will demonstrate the ability to raise appropriate questions and use in-depth analysis in order to make an original contribution to existing scholarship, and/or demonstrate the application of critical thinking skills to the completion of a creative project.
Academic Learning Compact (ALC) Categories related to this outcome: Critical Thinking
Analytical Skills Creative Skills Practical Skills Implementing Strategy
Students will take courses in the core and concentration designed to build critical thinking skills and will begin formulating a thesis prior to their senior year. During the senior year they will enroll in thesis research and thesis writing and will produce a draft honors thesis to be evaluated.
33 Assessment Method
Assessment will be done by a primary and secondary thesis reader who will use the following standards:
Honors with distinction: the thesis engages in sophisticated critical thinking and rigorously considers alternate resolutions of a problem in an exemplary fashion or otherwise shows sophisticated critical thinking in an exemplary manner appropriate to the area of study.
Honors: the thesis engages in sophisticated critical thinking and explores alternate approaches or resolutions of a problem effectively or otherwise shows sophisticated critical thinking in an effective manner appropriate to the area of study.
Unacceptable: the thesis does not competently engage in critical thinking or explore alternate approaches or resolutions of a problem.
Criterion for success
Students whose thesis draft is deemed unacceptable in this outcome may be required to make satisfactory revisions to receive a passing grade on the thesis.
Comments about plan made by reviewers: Results
Data Summary
Results of critical thinking assessment: 30 Distinctions
38 Honors
0 Unsatisfactory.
Program Improvement
The results yield a 100% pass rate.
Outcome: 2
Outcome Description
Communication: Through the writing of an honors thesis students will demonstrate proper use of grammar, syntax, structure and style in the creation of a persuasive argument, and/or will meet criteria of competent communication appropriate to the concentration for which the thesis is written. In addition, through the process of conducting research and formulating the thesis in collaboration with the thesis advisors, students will demonstrate the ability to interact with faculty by
communicating ideas in the process of researching and writing the thesis, responding to criticisms from faculty advisors, taking the initiative, and meeting deadlines.
Academic Learning Compact (ALC) Categories related to this outcome: Communication
Written Communication
34 Implementing Strategy
Students will take writing core courses, that may include 3-credit writing courses or 1-credit writing in the discipline courses, as well as other writing intensive courses aimed at providing competence in effective written communication. They will begin formulating a thesis prior to their senior year. During the senior year they will enroll in thesis research and thesis writing and will produce a draft honors thesis to be evaluated.
Assessment Method
Assessment will be done by a primary and secondary thesis reader who will use the following standards:
Honors with distinction: the thesis shows mastery of grammar, syntax, structure and style: it is lucid, well-organized, and stylistically elegant.
Honors: the thesis shows effective command of grammar, syntax, structure and style: it is clearly written and sensibly organized.
Unacceptable: the thesis does not show mastery of grammar, syntax, structure, or style. Criterion for success
Students whose thesis draft is deemed unacceptable in this outcome may be required to make satisfactory revisions to receive a passing grade on the thesis.
Results Data Summary
In the area of Communication the results are: 30 Distinctions, 38 Honors, 0 Unsatisfactory In the area of collaborative skills, the results are: 30 Distinction, 38 Honors, 0 Unsatisfactory. See supporting documents for Outcome 1. Program Improvement
There is a 100% pass rate.
Outcome: 3
Outcome Description
Content: Through the writing of an honors thesis students will demonstrate a thorough knowledge of the fundamental concepts in the student's area of study as well as the ability to draw on ideas and methods from related disciplines where appropriate.
Academic Learning Compact (ALC) Categories related to this outcome: Content Knowledge
Declarative Knowledge
35 ProceduralKnowledge (Technical Skills)
Implementing Strategy
Students will take courses in their concentration aimed at providing the content knowledge needed to write a thesis. In some areas this will include procedural knowledge of technical skills, as in the laboratory sciences or arts; and will include learning how to acquire research knowledge. Students will begin formulating a thesis prior to their senior year. During the senior year they will enroll in thesis research and thesis writing and will produce a draft honors thesis to be evaluated.
Assessment Method
Assessment will be done by a primary and secondary thesis reader who will use the following standards:
Honors with distinction: The thesis demonstrates a profound knowledge of the fundamental concepts in the subject area.
Honors: The thesis shows a thorough knowledge of the fundamental concepts in the subject area. Unacceptable: The thesis does not show competent knowledge of the fundamental concepts in the subject area.
Criterion for success
Students whose thesis draft is deemed unacceptable in this outcome may be required to make satisfactory revisions to receive a passing grade on the thesis. This may require doing additional coursework to acquire the necessary knowledge in the subject area.
Comments about plan made by reviewers: Data Summary
In the area of content the results are:
31 Distinction, 37 Honors, 0 Unsatisfactory See supporting documents for Outcome 1. Program Improvement
There is a 100% pass rate.
Outcome: 4
Outcome Description
The Wilkes Honors College Sophomore Writing Portfolio (SWP)will be used to assess content knowledge. Through the evaluation of writing done in freshmen and sophomore years, students will be assessed on the knowledge of a content area as is evident in a scholarly paper and a Forum paper written in response to several presentations by experts in different disciplines.
Academic Learning Compact (ALC) Categories related to this outcome: Content Knowledge
36 Implementing Strategy
The SWP consists of two formal essays: the Forum essay, completed during students’ freshman year, and an essay completed either freshman or sophomore year for a course other than Forum. Forum is a required course for all freshmen that explores a variety of scholarly topics relevant to Liberal Arts education and research. The Forum paper is a four-page, double-spaced analysis of three presentations in which students must demonstrate an understanding of the larger implications and applications of the presentations and explore the relationships between the presentations’ content. The second paper must be a scholarly essay, a minimum of five pages, and must
demonstrates the students’ ability to incorporate evidence from secondary sources and/or analyze a primary text. In addition, the paper must show mastery of the content of the course for which it was completed.
Assessment Method
During the summer months between students’ sophomore and junior years, a panel of Honors College faculty will evaluate portfolios using an assessment rubric to determine if they meet the Academic Learning Compact criteria.
Criterion for success
Students’ SWP content should show thorough knowledge of fundamental course appropriate concepts and methods as well as the ability to draw on ideas and methods from related disciplines where appropriate.
Data Summary
The Sophomore Writing Portfolio Committee was composed of three reviewers. All portfolios were reviewed by at least two committee members. In the case of split decisions, a third reviewer made the deciding assessment. The committee reviewed a total of 61 portfolios. Submissions were evaluated in four categories: argument, analysis, and critical thinking; research skills; style and rhetorical awareness; and grammar, sentence structure, and punctuation. Students were assigned ratings in each category as well as receiving an overall evaluation. Below is a brief description of the ratings:
P = Proficient:
-Demonstrates the skills needed to write a thesis.
-Confidently and consistently demonstrates the writing and thinking skills central to college level work.
O = On Track:
-Will be prepared to write a thesis during the senior year if the current level of progress is maintained.
-Inconsistent application of writing and thinking skills central to college level work. N = Needs Improvement:
-May not be prepared to write a thesis during the senior year if the current level of progress is maintained.
-Demonstrates consistent weaknesses in the writing and thinking skills central to college level work. I = In Trouble:
37
-Will not be able to write a thesis or perform in upper division courses without extensive assistance in writing.
The ratings for research, which correlates with content knowledge, were as follows: P: 37% O: 47% N: 16% I: 0%
Program Improvement
Any student receiving an overall evaluation of N was asked to complete five sessions with the university’s writing center. The committee recommended specific areas for the students to focus on in these sessions depending on their ratings within the four categories. For example, if the student showed the least proficiency in grammar, then the committee recommended that writing center sessions focus on that. A total of 20 students were asked to complete sessions with the writing center (all students given an N and 5 students given a P or O).
In the future we might modify the categories which we assess for the SWP to correlate precisely with the 3 categories of the ALC.
Outcome: 5
Outcome Description
The Wilkes Honors College Sophomore Writing Portfolio (SWP)will be used to assess
communication knowledge. Through the evaluation of writing done in freshmen and sophomore years, students will be assessed on their ability to communicate in writing effectively as is evident in a scholarly paper and a Forum paper written in response to several presentations by experts in different disciplines.
Academic Learning Compact (ALC) Categories related to this outcome: Communication
Written Communication Implementing Strategy
The SWP consists of two formal essays: the Forum essay, completed during students’ freshman year, and an essay completed either freshman or sophomore year for a course other than Forum. Forum is a required course for all freshmen that explores a variety of scholarly topics relevant to Liberal Arts education and research. The Forum paper is a four-page, double-spaced analysis of three presentations in which students must demonstrate an understanding of the larger implications and applications of the presentations and explore the relationships between the presentations’ content. The second paper must be a scholarly essay, a minimum of five pages, and must
demonstrates the students’ ability to incorporate evidence from secondary sources and/or analyze a primary text. In addition, the paper must show mastery of the content of the course for which it was completed.
38 Assessment Method
During the summer months between students’ sophomore and junior years, a panel of Honors College faculty will evaluate portfolios using an assessment rubric to determine if they meet the Academic Learning Compact criteria.
Criterion for success
A student portfolio’s communication skills will be evaluated by their ability to properly use grammar, syntax, structure, and style.
Data Summary
The Sophomore Writing Portfolio Committee was composed of three reviewers. All portfolios were reviewed by at least two committee members. In the case of split decisions, a third reviewer made the deciding assessment. The committee reviewed a total of 61 portfolios. Submissions were evaluated in four categories: argument, analysis, and critical thinking; research skills; style and rhetorical awareness; and grammar, sentence structure, and punctuation. Students were assigned ratings in each category as well as receiving an overall evaluation. Below is a brief description of the ratings:
P = Proficient:
-Demonstrates the skills needed to write a thesis. See outcome 4 for supporting documents.
-Confidently and consistently demonstrates the writing and thinking skills central to college level work.
O = On Track:
-Will be prepared to write a thesis during the senior year if the current level of progress is maintained.
-Inconsistent application of writing and thinking skills central to college level work. N = Needs Improvement:
-May not be prepared to write a thesis during the senior year if the current level of progress is maintained.
-Demonstrates consistent weaknesses in the writing and thinking skills central to college level work. I = In Trouble:
-Will not be able to write a thesis or perform in upper division courses without extensive assistance in writing.
The results for communication related assessment are as follows: Style and Rhetorical Awareness P: 28% O: 42% N: 30% I: 0%
39 Program Improvement
Any student receiving an overall evaluation of N was asked to complete five sessions with the university’s writing center. The committee recommended specific areas for the students to focus on in these sessions depending on their ratings within the four categories. For example, if the student showed the least proficiency in grammar, then the committee recommended that writing center sessions focus on that. A total of 20 students were asked to complete sessions with the writing center (all students given an N and 5 students given a P or O).
In the future we might modify the categories which we assess for the SWP to correlate precisely with the 3 categories of the ALC.
Outcome: 6
Outcome Description
The Wilkes Honors College Sophomore Writing Portfolio (SWP)will be used to assess critical thinking skills. Through the evaluation of writing done in freshmen and sophomore years, students will be assessed on their critical thinking skills as is evident in a scholarly paper and a Forum paper written in response to several presentations by experts in different disciplines.
Academic Learning Compact (ALC) Categories related to this outcome: Critical Thinking
Analytical Skills Implementing Strategy
The SWP consists of two formal essays: the Forum essay, completed during students’ freshman year, and an essay completed either freshman or sophomore year for a course other than Forum. Forum is a required course for all freshmen that explores a variety of scholarly topics relevant to Liberal Arts education and research. The Forum paper is a four-page, double-spaced analysis of three presentations in which students must demonstrate an understanding of the larger implications and applications of the presentations and explore the relationships between the presentations’ content. The second paper must be a scholarly essay, a minimum of five pages, and must
demonstrates the students’ ability to incorporate evidence from secondary sources and/or analyze a primary text. In addition, the paper must show mastery of the content of the course for which it was completed.
Assessment Method
During the summer months between students’ sophomore and junior years, a panel of Honors College faculty will evaluate portfolios using an assessment rubric to determine if they meet the Academic Learning Compact criteria.
Criterion for success
SWPs should demonstrate critical thinking by raising appropriate questions and using in-depth analysis in order to make an original contribution to existing scholarship.
40 Data Summary
The Sophomore Writing Portfolio Committee was composed of three reviewers. All portfolios were reviewed by at least two committee members. In the case of split decisions, a third reviewer made the deciding assessment. The committee reviewed a total of 61 portfolios. Submissions were evaluated in four categories: argument, analysis, and critical thinking; research skills; style and rhetorical awareness; and grammar, sentence structure, and punctuation. Students were assigned ratings in each category as well as receiving an overall evaluation. Below is a brief description of the ratings:
P = Proficient:
-Demonstrates the skills needed to write a thesis.
See outcome 4 for supporting documents.
-Confidently and consistently demonstrates the writing and thinking skills central to college level work.
O = On Track:
-Will be prepared to write a thesis during the senior year if the current level of progress is maintained.
-Inconsistent application of writing and thinking skills central to college level work.
N = Needs Improvement:
-May not be prepared to write a thesis during the senior year if the current level of progress is maintained.
-Demonstrates consistent weaknesses in the writing and thinking skills central to college level work.
I = In Trouble:
-Will not be able to write a thesis or perform in upper division courses without extensive assistance in writing.
41 The results for critical thinking are as follows:
Argument, Analysis, Critical Thinking P: 39% O: 41% N: 20% I: 0%
Program Improvement
Any student receiving an overall evaluation of N was asked to complete five sessions with the university’s writing center. The committee recommended specific areas for the students to focus on in these sessions depending on their ratings within the four categories. For example, if the student showed the least proficiency in grammar, then the committee recommended that writing center sessions focus on that. A total of 20 students were asked to complete sessions with the writing center (all students given an N and 5 students given a P or O).
In the future we might modify the categories which we assess for the SWP to correlate precisely with the 3 categories of the ALC.
42
Appendix F: Percent of Courses taught by tenure-line faculty at Wilkes Honors College
Appendix G: Average Class size for Pre-med student at the Wilkes Honors College, F07-F11
F07 SP08 F08 SP09 F09 SP10 F10 SP11 F11 BSC 1010 39 41 44 49 67 BSC 1011 29 28 29 23 CHM 2045 26 19.5 22.5 22 27.5 CHM 2046 23.5 31 29 39 MAC 1147 26 22 25 15 35 MAC 2311 10 23 13.5 21 19 17 22 13 28 MAC 2312 10 28 8 16 18 17 11 12 15 PHY 2048 35 28 24 29 32 PHY 2049 13 21 21 25 STA 2023 17 17 33 12 28 28 33 15 32 CHM 2210 37 38 27 33 33 CHM 2211 22 31 21 24 Elective* 15.5 13.9 14.3 13.1 14.8 13.2 14.3 13.4 17.0 Ave class/sem** 26.6 22.4 24.2 23.3 26.6 22.1 25.1 22.1 36.6
*Average class size of elective is based on average standard class in College that semester, excluding 3 pre-med classes
**Average class size for student taking typical premed track freshmen year: Fall: BSC 1010/CHM 2045/MAC 1147/Elective; Spring: BSC 1011/CHM 2046/MAC 2311/Elective.
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00
43
Appendix H: Cost Trends at the Wilkes Honors College 1999-2012
Year Room & Brd In- state Tuition (30 cr) Covered by 100% Bright future Total Cost (100% BF) Total Cost (no BF) Ave. Incoming Scholarship Net Cost (BF) % annual incr (BF) Net Cost (no BF) % annual incr (no BF) 99-00 $6,890 $2,253 $2,253 $6,890 $9,143 $4,045 $2,845 n/a $5,098 n/a 00-01 $7,648 $2,300 $2,300 $7,648 $9,948 $3,814 $3,834 35% $6,134 20% 01-02 $7,900 $2,698 $2,698 $7,900 $10,598 $3,326 $4,574 19% $7,272 19% 02-03 $8,236 $2,786 $2,786 $8,236 $11,022 $3,201 $5,035 10% $7,821 8% 03-04 $8,452 $2,943 $2,943 $8,452 $11,395 $3,059 $5,393 7% $8,336 7% 04-05 $8,796 $3,100 $3,100 $8,796 $11,896 $3,156 $5,639 5% $8,739 5% 05-06 $9,114 $3,260 $3,260 $9,114 $12,374 $3,298 $5,816 3% $9,076 4% 06-07 $9,532 $3,358 $3,358 $9,532 $12,890 $3,358 $6,174 6% $9,532 5% 07-08 $9,976 $3,366 $3,366 $9,976 $13,342 $3,663 $6,313 2% $9,679 2% 08-09 $10,186 $3,650 $3,650 $10,186 $13,836 $3,721 $6,465 2% $10,115 5% 09-10 $10,436 $4,200 $3,780 $10,856 $14,636 $3,885 $6,971 8% $10,751 6% 10-11 $11,102 $4,450 $3,780 $11,772 $15,552 $3,385 $8,387 20% $12,167 13% 11‐12 $11,458 $4,800 $3,030 $13,228 $16,258 $3,350 $9,878 18% $12,908 6% 12‐13* $12,082 $5,158 $3,030 $14,210 $17,240 $3,178 $11,032 12% $14,062 9% *12-13 figures are preliminary.
$0 $2,000 $4,000 $6,000 $8,000 $10,000 $12,000 $14,000 $16,000 99 ‐00 00 ‐01 01 ‐02 02 ‐03 03 ‐04 04 ‐05 05 ‐06 06 ‐07 07 ‐08 08 ‐09 09 ‐10 10 ‐11 11 ‐12 12 ‐13 HC Annual Net Cost for 100% Bright Future