PALM BEACH COMMUNITY COLLEGE Academic Affairs

Honors College VI. Honors Graduates A. 20081 Honors Graduates Robert Bartlett Rammone Bartlett Laurel Dawn Bethea Nancy Brown Angel Eckerson MaryJane Fullam Vilma Gomez Laura Hover Dave Lavenhagen Gustavo Rivera Santiago Darryl Stigall Carol Stoltz Rebecca Taskin Gobnait Zick B. 20082 Honors Graduates Jayne Adle Matthew Burton Ungria Castillo Myeong Chae Katherine Coulson Alicia Decavalcanti Kevin Felton Cynthia King Paul Lavoie Timothy Lawrence Marie Marcelin Kerry Montalvo Shelimar Muniz Camila Oliveira Alyson Oliver Candace Payne Nicolas Samios Michelle Sanseverino Jesse Skinner Kamilla Smith Carly Springhetti Jameson Stell Quan Tran C. 20083 Honors Graduates Timothy Bell Cherly Contreras Amanda Grueneberg Kelly Jacobson December 2007 Honors Graduates 2007 – 2008 Annual Report Donna McKeehan Fred Roger Edgar Quinones Andrea Souder May 2008 Honors Graduates page 9

Honors College VII. Budget A. Academic Improvement Trust Fund: AITF - HONORS 24701000-701000-10 60501 62001 62001 62002 62002 62002 62002 62002 65502 65502 65502 65502 66504 BUDGETED In-district travel Fall 2008 Postcard Folders (Pres. Schol) Business Cards (Pres. Schol.) Envelopes (Pres. Schol.) Honors Fliers (Pres. Schol.) Honors Fliers Spring 2008 Postcard Party Supplies for Lunches Folders (Welcome Packets) Office Supplies Trophies (CJ) Medallions 319.51 505.00 1,200.00 51.00 135.00 140.00 240.00 560.00 31.93 480.00 148.42 698.05 807.00 TOTAL EXPENDITURES 5,315.91 BUDGETED NCHC Travel FCHC Travel Rawlings/Hurston Trip Guitarist for Reception Fall Lunches December Grad Reception Spring Lunches May Grad Reception Materials for Graduation Rec. T-shirts Table Throw for Honors College Tablecloths Calendars Honors College Pens 4,812.10 5,143.47 556.13 150.00 612.75 344.75 832.10 563.90 37.96 2,179.00 362.00 253.80 652.37 540.00 TOTAL EXPENDITURES 17,040.33 5,500.00 B. Student Activities – Honors STUDENT ACTIVITIES - HONORS 25100000-200020-94 60506 60506 60506 64501 66503 66503 66503 66503 66504 66504 66504 66504 66504 66504 2007 – 2008 Annual Report 17,136.00 page 10

Honors College C. Faculty / Staff Travel (SPD) TOTAL (per leave forms) 8275.73 D. Honors Project Stipends (VPAA account) TOTAL (excluding benefits) 9400.00 E. Scholarships (Financial Aid General Fund) TOTAL 9750.00 MAJOR GOALS FOR ACADEMIC YEAR 2008 – 2009 Increase program participation at the Belle Glade campus to at least two to three percent of program enrollment (or about 15 – 20 students); Publish first edition of Sabiduria: An Online Journal of Student Research; Work with Dr. Magdala Ray and Dr. Ginger Pedersen towards defining honors graduation standards for students in the BAS program; Continue progress towards founding honors student lounges on the Lake Worth, Palm Beach Gardens, and Boca Raton campuses; Add the following classes to the honors curriculum: PSY2012, Honors General Psychology INR2015, Honors Introduction to Global Studies BSC2085, Honors Anatomy and Physiology I ECO2013, Honors Macroeconomics IDSXXXX, Introduction to the Research Process At least one additional math class o MAC1114, Trigonometry OR o MAC1140, Precalculus OR o MAC2233, Survey of Calculus Develop formal articulation agreements with FAU Wilkes Honors College and UCF Burnett Honors College; Increase scholarship money for honors students. 2007 – 2008 Annual Report page 11

Honors College SUMMARY OF HONORS CHANGES July 2008 FIVE MAJOR CHANGES (DETAILED BELOW) (1) Approval of mission statement; (2) Adjustment of eligibility criteria; (3) Introduction of two honors graduation tracks; (4) Formation of course development criteria and procedures; (5) The articulation of honors faculty recommendations / guidelines. PBCC HONORS COLLEGE MISSION STATEMENT: The mission of the Honors College at PBCC is to encourage scholarship and growth in a supportive and challenging academic environment. Honors pursues an interactive learning experience where students develop a creative and comprehensive understanding of concepts in an interdisciplinary and global context. PBCC Honors students and faculty share a commitment to local, national, and international communities through activities that develop leadership skills, ethical awareness, and civic duty. ELIGIBILITY CRITERIA: Students with less than 12 hours of college credits must meet ONE of the following eligibility requirements: 1. 2. 3. SAT combined score of 1170 (verbal & math) ACT average score of 24 (English, math, and reading) CPT Reading Comprehension score of 90 Students with 12 hours or more college credits must have a minimum cumulative GPA of 3.5. GRADUATION TRACKS: Honors Certificate: 1. Complete 12 credit hours honors work (any combination of honors classes or honors project contracts); 2. Maintain a minimum cumulative GPA of 3.5; 3. Earn at least a B in each honors class or honorized class. Honors Diploma: 1. Complete 21 total credit hours honors work, of which: a. 3 credit hours must be IDS2105, “Honors Knowledge Through the Ages”; b. No more than 6 credit hours can be in honors project contracts; 2. Maintain a minimum cumulative GPA of 3.5; 3. Earn at least a B in each honors class or honorized class; 4. Earn at least 40 points on an “Honors Point System 2007 – 2008 Annual Report Attachment 1 page 12

Honors College A student who successfully completes the Honors Certificate should receive: 1. Honors College Medallion to be worn at graduation; 2. Honors College gold seal added to the PBCC diploma; 3. “Honors Certificate” notation in the commencement bulletin; 4. “Honors College Graduate” added to graduation notes on transcript. A student who successfully completes the Honors Diploma should receive: 1. Honors College Medallion to be worn at graduation; 2. Honors College gold seal added to the PBCC diploma; 3. “Honors Diploma” notation in the commencement bulletin; 4. “Honors College Graduate” added to graduation notes on transcript. 5. In addition to the PBCC diploma, an Honors College Diploma. Honors Point System: The Honors College Point System is designed to encourage active participation in the Honors community, in the PBCC community, and in the local, national, and international communities to which we belong. Students pursuing the Honors Diploma are expected to a minimum number of points in Honors, Service, and Cultural activities. Other points may be earned in Leadership, Scholarship, and Employment activities. COURSE DEVELOPMENT CRITERIA AND PROCEDURES: General Guidelines: The distinction between an honors course and a non-honors course is qualitative, not quantitative. An honors class is not more work; it is different work. In teaching and developing honors classes, creativity is the measure. Inspiring creativity in students begins by thinking creatively about materials, approaches, techniques, and evaluation. Honors Course Development Guidelines: No course may be offered as an honors course without the approval of the PBCC Curriculum Committee. Honors courses should adhere to the following requirements and recommendations. Requirements: Every honors course must: 1. Address and integrate the goals of the Honors College mission into course instruction; 2. Emphasize individual interpretation and analysis; 3. Encourage creative and critical thinking; 4. Examine questions from an interdisciplinary context; 5. Delve more in-depth into the subject matter than the non-honors version; honors courses should introduce students to the theoretical disputes and historical development of the discipline; 6. Foster the ability to analyze and synthesize a broad range of materials and concepts; 2007 – 2008 Annual Report Attachment 1 page 13

Honors College 7. Stress the importance of effective oral and written communication skills; 8. Promote teamwork and collaboration; 9. Acquaint students with discipline-specific research skills; 10. Encourage students to become active, self-motivated thinkers who will take greater responsibility for their own learning. Recommendations: Honors courses may: 1. Incorporate different instructional materials than the non-honors version; primary source materials (i.e., literature, works of art, official documents, film, diaries, statistical data, etc.) are preferred over textbooks; scholarly journals should be used where appropriate; 2. Be conducted in a seminar-style classroom setting, with an emphasis on discussion; 3. Apply theories to real-world situations; the social, cultural, and political context of classroom activities and course material should be considered whenever possible; 4. Promote learning outside of the formal classroom; 5. Provide opportunities for publication, public presentation, and peer review of student work; Honors Course Development Procedures: Faculty wishing to develop an honors course should follow the procedural path outlined below. Release time for the development of an honors course should be arranged through the requester’s Academic Dean. 1. A PBCC faculty member will present a request to the Honors Advisory Board for a specific course to be developed as an honors course. If the Board decides that the course fits into the honors curriculum and fulfills goals and priorities set for the program, approval for course development will be given. 2. The PBCC faculty member will take the proposal to the discipline cluster and resolve all issues related to the honors version of the course. 3. Once the cluster has affirmatively voted on the course proposal, the matter will return to the Honors Advisory Board. Only that portion of the proposal which deals with honors pedagogy will be considered. After discussion, the Honors Advisory Board will vote on the proposal. 4. Once approved by the Honors Advisory Board, the course will go to Curriculum Committee. Both votes – from cluster and the Board – will be reported to the Curriculum Committee. 2007 – 2008 Annual Report Attachment 1 page 14

Honors College HONORS FACULTY RECOMMENDATIONS / GUIDELINES While honors faculty should reflect the make-up of the faculty at the college, they must exemplify excellence in the classroom and motivate the students to do the same. Honors faculty will: 1. Allow their passion for their individual disciplines to shine through in their teaching; 2. Embrace teaching strategies that empower students to take ownership of course material and approach questions from interdisciplinary perspectives; 3. Maintain a record of substantive and continued scholarly achievement and campus enrichment; 4. Encourage students to learn independently from direct sources of knowledge, such as laboratory experiences, original documents and other primary sources, data collections, service learning opportunities, etc.; 5. Enhance the critical and creative thinking skills of their students; 6. Promote the active and interactive learning of their students through such techniques as coaching, mentoring, inquiry-based methods, supervised independent projects, and service learning; 7. Provide thorough, frequent, and constructive assessment of students’ written and oral work; 8. Be willing to involve students in their own research, scholarship, or creative activities; 9. Be widely available to students outside of class time and posted office hours for mentoring, conversation, guidance, and the general enhancement of the students’ academic experience and personal development; 10. Demonstrate a strong and ongoing commitment to promote excellence in honors education, being fully aware of the Honors College mission and helping to evolve the philosophy of the program as needed; 11. Be active and dedicated advocates of the Honors College on campus and off; this includes attending honors events, being willing to serve on the Honors Advisory Board, writing letters of recommendation for honors students, attending honors conferences, recruiting new honors students, working with student groups, etc. Grading in Honors Courses: Intellectual risk-taking is a foremost value in honors education. Faculty should be sensitive to the ways that course evaluation thwarts experimentation and risk-taking. For this reason, course evaluation should be based on methods and measures that accurately assess creativity, imagination, and critical thinking. Mastery of course objectives should be stressed over accumulation of point and percentages. In this sense, a certain ‘artfulness’ comes to bear in assigning grades. Faculty must be able to distinguish between a creative expression that discloses comprehension and one that disguises a lack of comprehension. 2007 – 2008 Annual Report Attachment 1 page 15

Basic Characteristics of a Fully Developed Honors Program National Collegiate Honors Council From: teristics.aspx No one model of an honors program can be superimposed on all types of institutions. However, there are characteristics which are common to successful, fully-developed honors programs. Listed below are those characteristics, although not all characteristics are necessary for an honors program to be considered a successful and/or fully-developed honors program. A fully-developed honors program should be carefully set up to accommodate the special needs and abilities of the undergraduate students it is designed to serve. This entails identifying the targeted student population by some clearly articulated set of criteria (e.g., GPA, SAT score, a written essay). A program with open admission needs to spell out expectations for retention in the program and for satisfactory completion of program requirements. The program should have a clear mandate from the institutional administration ideally in the form of a mission statement clearly stating the objectives and responsibilities of the program and defining its place in both the administrative and academic structure of the institution. This mandate or mission statement should be such as to assure the permanence and stability of the program by guaranteeing an adequate budget and by avoiding any tendency to force the program to depend on temporary or spasmodic dedication of particular faculty members or administrators. In other words, the program should be fully institutionalized so as to build thereby a genuine tradition of excellence. The honors director should report to the chief academic officer of the institution. There should be an honors curriculum featuring special courses, seminars, colloquia and independent study established in harmony with the mission statement and in response to the needs of the program. The program requirements themselves should include a substantial portion of the participants' undergraduate work, usually in the vicinity of 20% or 25% of their total course work and certainly no less than 15%. The program should be so formulated that it relates effectively both to all the college work for the degree (e.g., by satisfying general education requirements) and to the area of concentration, departmental specialization, pre-professional or professional training. The program should be both visible and highly reputed throughout the institution so that it is perceived as providing standards and models of excellence for students and faculty across the campus. Faculty participating in the program should be fully identified with the aims of the program. They should be carefully selected on the basis of exceptional teaching skills and the ability to provide intellectual leadership to able students. The program should occupy suitable quarters constituting an honors center with such facilities as an honors library, lounge, reading rooms, personal computers and other appropriate decor. 2007 – 2008 Annual Report Attachment 2 page 16

Basic Characteristics of a Fully Developed Honors Program National Collegiate Honors Council From: teristics.aspx The director or other administrative officer charged with administering the program should work in close collaboration with a committee or council of faculty members representing the colleges and/or departments served by the program. The program should have in place a committee of honors students to serve as liaison with the honors faculty committee or council who must keep the student group fully informed on the program and elicit their cooperation in evaluation and development. This student group should enjoy as much autonomy as possible conducting the business of the committee in representing the needs and concerns of all honors students to the administration, and it should also be included in governance, serving on the advisory/policy committee as well as constituting the group that governs the student association. There should be provisions for special academic counseling of honors students by uniquely qualified faculty and/or staff per

PALM BEACH COMMUNITY COLLEGE Academic Affairs The Honors College 2007 - 2008 . LIT2120 Western Lit After the Renaissance Mcdonald,Nancy,D Palm Beach Gardens 13 MAC1105 College Algebra Bush,Christine,W Palm Beach Gardens 14 . 20083 STA2023 Statistics Palm Beach Gardens MSI / combined Stats class . Honors College