HONORS TUTORIAL COLLEGE

Few programs can boast the intensely individualized attention that the Honors Tutorial College (HTC) provides for its students. Modeled after the tutorial programs at Oxford and Cambridge in England, the college provides students with individually tailored instruction in 25 highly specialized and diverse majors, ranging in content from the hard sciences (e.g. physics and chemistry) to the humanities (history, political science), to the social sciences (sociology, psychology), to the fine arts (theater, dance). With such diverse curricula and specialized programs, devising useful and informative assessment methods and tools is a challenge.

The underlying goals behind and common thread in all the HTC programs is for the students to develop creative and critical thinking skills and to master complex academic material through a rigorous curriculum. This is accomplished by, among other things, providing the students with tutorials: one-on-one teaching experiences with full-time faculty members, in the student’s major. Tutorial work is supplemented by coursework in "traditional" classes.

In addition to the mastery of discipline specific material it is inherent in the college’s mission to help students with other more intangible goals such as fostering leadership qualities and to provide them with opportunities to explore and develop beyond the traditional curriculum. The ultimate goal of these programs is to encourage students to reach beyond existent boundaries and limitations and to become thinkers, leaders and "citizens of the world".

Unique programs necessitate nontraditional methods of assessment. With small numbers of students in each major, traditional statistical analyses are not as accurate and useful as other assessment methods may be. Consequently the Honors Tutorial College must rely on other methods to determine the success of our students and our programs. We utilize such means as interviews, surveys, group discussions, "site visits" and alumni participation to determine our successes. Specific examples are listed below.

For purposes of organization we will divide the areas of assessment according to some of the groups involved with the college: the students, the alumni, the faculty, the college administration. For each area we will present specific assessment tools and strategies utilized and how the college responds to the gathered information.

The areas that we are continually assessing are the students’ performance and successes, and the success of the college’s programs.

1. The Tutorial. Perhaps the most effective assessment tool utilized to measure our students’ success is found intrinsically in the tutorials themselves. During these one-on-one sessions the students are continually evaluated and the effectiveness of their learning determined. Students are given immediate verbal feedback from the professors and are evaluated in writing at the end of each quarter. Similarly there is a continual evaluation of the faculty members and their involvement in the tutorial process. This dynamic give and take is the heart and soul of our program and provides ongoing assessment.

2. The Honors Tutorial College Thesis and Comprehensive Examinations. The writing of an undergraduate thesis serves to demonstrate an undergraduate’s ability to do independent research; the successful completion of comprehensive examinations demonstrates mastery of an academic discipline. Most of the Honors Tutorial College majors require a senior thesis and some programs administer formal and separate comprehensive examinations. These tools are stringently utilized to measure students’ success in the program.

3. Contact with the Dean’s Office. Individualized attention pervades the entire Honors Tutorial College. Students frequently come to talk with the Dean and Assistant Dean about their studies and any concerns they may have. This provides an ongoing and up-to-date means of assessment of the students, their learning, and their progress at the university.

There are a number of assessment tools relating directly to students which the Honors Tutorial College utilizes to measure our effectiveness.

1. Student Performance. In addition to the ongoing evaluation mentioned above that takes place during tutorials, the student grades are individually reviewed by the Dean each quarter to determine student performance as measured by "traditional grades". Problem areas as well as successes are often identified from this review, stimulating communication between the Dean’s office and the students and tutors; often effecting change in programs as well as student behaviors.

2. Honors College Advisory Council. This Honors Tutorial College student organization was established to provide a vehicle for communication and feedback between the college and the students, in addition to providing social and civic activities for the students. The president of HCAC meets regularly with the Dean and Assistant Dean to discuss issues and concerns. Examples of changes effected and programs established as a direct result of conversations with HCAC include creating a written feedback tool for tutor evaluations, creation of the Outstanding Tutor Award and changes in the Hoover Computer Lab.

3. Student Involvement in Undergraduate Research and Presentations at Conferences: The involvement of undergraduate students in independent research is an indication of intellectual health and vigor. Students in all areas of HTC are involved in undergraduate research across campus. This year ten students are involved in the Research Apprenticeship program sponsored by the college, a program in which students are paid a stipend to work with a full-time faculty member on a selected research project. More than ten HTC students are also working in Applied Research Apprenticeship positions with faculty at CPEA and ILGARD. Often this research results in publications. Students provide written reports about their experiences and are evaluated by the faculty mentors.

In addition Honors Tutorial College students are working independently and with faculty on projects across campus and presenting their work at professional conferences. They are typically assisted financially by the college in this travel and are also publishing in respected journals. A few selected examples of such activity that HTC has supported are: two HTC English students presented papers at the National Undergraduate Literature Conference in Ogden, Utah, in April, 1997; student presentation of paper at Sweet Briar College in April, 1997; two theater students assisted to travel with faculty member for project to Croatia, summer, 1997.

4. Mentorship Program: The mere fact that faculty members are willing to volunteer their time to participate in a mentoring program with students from the Honors Tutorial College is in itself an indication of the health and vitality of our program and the success of our students. The purpose of the program is to encourage intimate interaction between students and their mentors, to stimulate broader thinking and sophistication. This year 12 faculty-student pairs participated in this informal program in which students and their assigned faculty mentor meet to discuss issues of common interest. A summary evaluation sheet was distributed at the end of the year and the results are being reviewed this summer to make any changes in the program.

5. Outstanding Tutor Nominations. Students participate directly in the evaluation of tutors by nominating them for the Outstanding Tutor Award sponsored by the college each year. The existence of this award serves to stimulate excellence in teaching, plus it provides students with an opportunity to give positive feedback to the college about tutors and tutorials. Students are also provided with an opportunity to evaluate each tutor individually in writing, and throughout the year there is an "open door" policy to discuss issues of concern with the Dean or Assistant Dean.

6. Tutor/Student Retreat. The college organized a Tutor/Student Retreat in February, 1997, to provide a forum for students, tutors and staff to discuss pertinent issues and concerns for the college. Held at Baker Center the retreat incorporated a keynote speaker, discussion groups, and an on-line wrap-up session enumerating ideas and recommendations for change and improvements. A written copy of the wrap-up session was distributed to all participants and all Directors of Studies. (copy attached as Appendix A) Students were directly involved in organizing the retreat and in selecting the issues to be discussed.

7. Awards and Honors. One objective measure of students’ success is the receipt of special scholarships and awards. Some of the honors bestowed upon this year’s HTC students include: receipt of a prestigious $24,000 James Madison Fellowship (the only one in Ohio); an HTC student was a finalist for a Truman Fellowship; the winner of Herbert L. Baer Prize essay contest was an HTC senior; 14 HTC students were inducted into Phi Beta Kappa; plus the receipt of innumerable departmental and university-wide leadership awards and recognitions of scholastic achievement awards across campus.

8. Statistics and Surveys

a. Institutional Research Studies:

* 1996 Freshman Retention Study:

Results from this survey indicate that, over a five year period (1991-1996), the Honors Tutorial College had an average freshman retention rate of 94%, well above the next highest college retention rate (Communication at 90%) and significantly above the university as a whole (84%). In 1995-96 only one student of the 67 enrolled did not return, for a 99% retention rate that year! While there are certainly a number of factors at play here (e.g. top students are known to have higher retention rates), these figures still provide evidence of overall student satisfaction with the HTC program.

(Appendix B)

* 1996 Longitudinal Involvement Study:

Results from this five-year study indicate that Honors Tutorial College students are academically very involved at the university. For example, figures that we have indicate that HTC students meet much more frequently with faculty and advisors than the rest of the university, and students felt that the quality of the instruction was high. College-specific statistics regarding the "importance and satisfaction with academics" also indicate a high level of satisfaction for Honors Tutorial College students. (Appendix C)

b. Internal Surveys:

* Student Survey. A survey was distributed by the Honors College Advisory Council (HCAC) to all HTC students in May, 1997, with the intention of determining student satisfaction with various aspects of the Honors Tutorial College and its programs. Information regarding courses, requirements, outside programs and the college as a whole was solicited and received. (a copy of the survey is attached, along with a summary of the results prepared by the HCAC , Appendix D). We are in the process of reviewing this information.

* Precollege Survey. Students complete a two page survey form at the end of their precollege experience, providing the college with information about recruitment, their precollege experience and their expectations for their academic careers. The forms have been updated this year to glean more of the expectations students may have about college and the HTC in specific. These surveys will be carefully reviewed and programs designed to meet the students needs.

A strong and successful program produces loyal alumni. The Honors Tutorial College enjoys a fiercely dedicated and loyal alumni group which participates in all aspects of the college and at all levels and types of support--again, a measure of the success of our program in the eyes of the alumni, and an indicator of the health and vitality of the HTC.

When evaluating the success of a program with respect to alumni, there are a number of factors to consider. In the case of the Honors Tutorial College the obvious measure would be the "traditional" measures of success: namely graduate and professional school placement and attainment of higher degrees; successful job placement, etc. In addition, however, there are again the "intangibles" such as development of lifelong learning and involvement in community and social issues.

1. Institutional Research Studies:

Institutional Research has provided yet another tool for the Honors Tutorial College’s assessment efforts. While the surveys sent to alumni are necessarily broad in scope and general in content, still they provide a sense about what alumni are thinking

about the college and provide direction for further investigation. They are a valuable piece of the entire assessment process.

a. Five Year Educational Outcomes Study:

This very specific survey has provided HTC with valuable insight into the preparation and satisfaction of its alumni. Of particular interest are the sections about "acquisition of job-related skills and knowledge", "competencies needed and developed", and "relevance to career goals". These sections give specific feedback about particular educational goals. For the most part reactions are extremely positive: for example, regarding "overall satisfaction with their education" 100% were either extremely/very satisfied or satisfied; but some areas needing improvement are duly noted.

Further discussions will involve our Alumni Board of Visitors to determine where improvements are appropriate. (Appendix E)

b. Career and Further Education Study:

While the questions asked with this survey are of particular interest vis a vis assessment (e.g. satisfactions with major courses, how well Ohio University prepared for career goals and for additional academic work, etc.), the number of HTC alumni who returned this particular survey was so small (12) that the results are not so useful as they might be. Too, since each program is so different, without knowing which majors students graduated from it is difficult to adequately analyze this particular data set.

We have begun a careful "tracking" process during graduation check interviews in order to more completely follow graduate school and career plans.

2. Board of Visitors: The 12 member Board of Visitors, elected by the entire HTC alumni body, convenes for a long weekend each spring. The meeting provides a forum for communication between the alumni, the students and the HTC administration. This is an intensive and dynamic meeting during which time programs and projects are discussed and evaluated. There are in-depth conversations regarding all pertinent issues and areas for the college, from curriculum to development, from student concerns to faculty issues. The meeting provides an invaluable perspective and assessment tool for the college.

3. Program Site Visits: During the Board of Visitors Meeting the board members meet with faculty and students from selected majors to formally review the program. The majors are selected on a rotating schedule and 3-4 are reviewed each year. Written summary reports are produced and distributed to all participants and to the Dean and Assistant Dean of the College. This has been a critical assessment tool for the college throughout the past ten years. (1997 program site visit reports attached, Appendix F)

4. Development: The Honors Tutorial College enjoys the highest percentage of alumni giving across Ohio University. During Fiscal Year 1996 an impressive 23.1% of HTC Alumni contributed financially to Ohio University. An equally exciting accomplishment for the college was the successful match to Dr. Jeanette Grasselli Brown’s $100,000 fundraising challenge for the college. This young alumni body responded with enthusiasm and zeal, raising the entire amount--an incredible achievement, and a vote of confidence not anticipated. This sort of alumni involvement is a direct reflection of their attitude towards the college and their success in relation to it.

5. Alumni Database: Little over a year ago the college solicited information from its 850+ alumni to incorporated into a database to be used for student and college needs. An astounding 220 (over 25%) of our alumni responded to the survey, offering help and support to students and the college on all levels. (Appendix G). After review, the surveys are kept in notebooks (arranged by alphabetical listing, geographic location and major) in the college office and are available to students as a resource.

6. Award Selection: During its meeting the Board of Visitors reviews nominations for the Outstanding Tutor Awards and submissions for the Herbert L. Baer Prize. These two awards, sponsored by the college, reward excellence in teaching and excellence in transdisciplinary work respectively. The review of the materials submitted for these awards provides another assessment of the quality of teaching and learning in HTC.

7. Informal Discussion: During its meeting the BOV is provided with a number of opportunities, both formal (at the meeting) and informal (parties and meals) to interact with current students. These situations have provided the Board with fruitful and frank discussions about issues at the college, which have then been communicated to the college staff. Similar opportunities will be provided for the alumni at its reunion next spring.

8. Alumni Newsletter: The response to our "call for news" is always large, with news of our alumni and their successes providing excellent feedback for our program.

1. Tutorial Process: The Honors Tutorial College has no faculty of its own: faculty participate in the program on a voluntary basis. This fact in itself is an affirmation of the health, vitality and strength of the program.

2. Tutor/Student Retreat: Please see section under Student Assessment Tools

3. Tutorial Council: The Dean and Assistant Dean of the College meet quarterly with all the Directors of Studies (faculty member in charge of each major program) to discuss issues and concerns and to garner feedback for the college. This meeting is a useful communication and assessment tool. In addition, the Dean meets with each Director of Studies individually each year to discuss his/her program and areas of concern--often basing his questions and discussion on feedback received directly from students and alumni.

4. Brown Bag Lunches: This year the Dean of HTC began inviting selected tutors to have lunch and discuss issues and concerns at the college, thereby instituting yet another informal assessment method. We plan to increase this program in the coming year.

1. Ohio Board of Regents: Program Excellence Awards: As affirmation of the excellence of the Honors Tutorial College and its programs, the Ohio Board of Regents has awarded two of its very prestigious Program Excellence Awards to the college. One award established the Hoover Computer Lab and the other The Research Apprenticeship Program.

2. Outside Financial Support: In addition to the fundraising challenge by Dr. Brown, a number of Ohio University alumni and faculty and staff who are otherwise not affiliated with the college have provided financial support (at times endowing scholarships): a vote of confidence in the college and its excellent students.

CONCLUSION

The processes for assessment in the Honors Tutorial College include both traditional data gathering as well as unique measures. The single most important measure of quality is the formal written descriptions and evaluations of each student’s work, quarter by quarter, tutorial by tutorial. These offer critical insights into the intellectual and personal growth of each student, the talents of the student, and those components of the tutorial system needing support or improvement.

The various forums from which data are gathered have been described in this report and have helped us to improve our assumptions, expectations and performance at all levels of the Honors Tutorial College.

During the past two years we have begun an even more methodical collection of data from various constituents--from tutors, alumni and friends; from students during precollege and graduating seniors; from Institutional Research and Admissions. We have built into all new projects an evaluation and review focus and have made positive improvements as a result.

The changing profile of our incoming freshmen places and even greater responsibility on the tutors and the administration of the Honors Tutorial College. Applications show a continuing rise in standardized scores and the exceptional intellectual capacity, impressive artistic talents, and the commitments to campus and community leadership. These students demand a dynamic and attentive administration as well as thoughtful and energetic mentoring.

Our ongoing examination, our regular discussions, our sensitive listening to multiple sources of input have permitted us to even further refine our assumptions, our processes and ultimately our goals of providing the finest intellectual experiences in an exciting environment where critical thinking and commitment to task is of the utmost importance.