91¶ÌÊÓƵ

• Mission Statement

  The 91¶ÌÊÓƵ Honors Program is home to all intellectually curious and academically adventurous students, faculty, and staff. Honors
  provides supportive, high-quality interdisciplinary experiences for intellectual and affective development, for academic and cultural
  expansion. We build habits of learning that support and sustain lifelong engagements with complex questions, issues, and ideas.

• Student Learning Outcomes
  • Certificate (Not Applicable)
     
  • Associate Degree (Not Applicable)
     
  • Bachelor Degree (Not Applicable)
     

  Honors Program Learning Outcomes

  Students will:

  • Students will demonstrate critical thinking that is curious, open-minded, persistent, and interrogative.
  • Students will analyze familiar cultural assumptions and views in context of the world’s diverse values, traditions, and belief systems.
  • Students will adapt and apply ideas, concepts, skills, methodologies, and/or theories across disciplines.
  • Students will write and communicate in clear and compelling ways.
• Curriculum Grid

• Program and Contact Information

  The 91¶ÌÊÓƵ Honors Program offers students a comfortable and friendly learning environment. We offer a:

  • Place for students looking for an academic community, both through classes and in the Honors Center.
  • Number of small, challenging, and creative classes, many of which fulfill General Education requirements.
  • Commitment to diversity, in terms of the variety of classes offered, as well as our respect for individual differences.
  • Discussion-based approach to classes that often includes collaborative group projects or activities
  • Preparation for professional life and graduate school after Weber.

   

   

  Contact Information:
  Cristy Call, Director
  91¶ÌÊÓƵ
  Stewart Library, Room 324A 
  801-626-6186
  ccall2@weber.edu

  Honors Program Website

• Assessment Plan

  For the last year and a-half, the Honors Program has been in a period of deep change. The start point for the change certainly extends
  back even farther, as the former director, Dan Bedford, initiated many important revisions. I speak in this document however about the
  substantial changes that have occurred under my tenure as director, a span which began in August 2022.

  For one, we have a new set of strategic goals that are important to keep in mind when reading through our new vision of assessment.
  In fact, as you’ll see, the fourth goal is centered specifically on establishing, enacting, and sustaining a meaningful assessment plan.

  2023 91¶ÌÊÓƵ Honors Program Strategic Goals:
  1) Integrate recruitment, retention, and advising efforts for sustained and meaningful connections with all students from the
  point of first contact to degree completion.
  2) Provide high-quality, high-impact learning experiences for students in all Honors courses and through events.
  3) Lead in teaching and curricular innovation and excellence by utilizing the unique features of an Honors course and the
  attributes of quality-seeking Honors students.
  4) Develop meaningful assessment that improves student learning, faculty teaching, and program practices.

  Assessment is perhaps always complicated, but it is deeply challenging in this program for various reasons. Traditionally, the Honors
  Program has used a course-based assessment process, which mixed results. The plan articulated in this report, however, turns the
  program in a new direction, away from course-based assessment only and toward a holistic approach that will use both narrative and
  numerical forms of data. In order to design this plan, all of the significant points of contact, activity, and engagement in Honors have
  been mapped. These points now become sites for collection, analysis, and reflection. Such a map promises to present a portrait of key
  student experiences and programmatic effectiveness.

  Within a new holistic outcome -based approach, Honors will employ a mixture of practices. Such a mixture is necessary because there
  are so many program variables and complexities. For example, some Honors courses count for general education, and others do not.
  Some students in the program will be required to complete a portfolio, and others will not.

  For additional details for the assessment plan for each strategic goal, please see pages 7-12 of the .

• Assessment Report Submissions
  
  
  2019-20 - Conducted Program Review
  2017 - No Report Submitted
  2016 - No Report Submitted
  

   

• Program Review

  2019-20 

  2014-15
   

This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.