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2gue INNOVATION ABSTRACTS ‘6:
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AGA Published by the National Institute for Staff and Organizational Development
With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation

 

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A STUDY OF HONORS PROGRAMS IN COMMUNITY COLLEGES

In the past decade, more and more community colleges have begun to respond to their commitment to
excellence for all students by offering honors programs for the growing number of high achievers on their
campuses. In early 1984, a survey to analyze existing programs was developed by Moraine Valley Community
College in conjunction with the League for Innovation in the Community College.

Methodology

Surveys were sent to districts and colleges in the League, requesting information about: the honors
program, the honors student, honors courses, honors faculty, and honors organizations. Those institutions with
an honors program underway were requested to answer all 60 questions; those with no honors program were
requested to answer only a portion of the survey.

Results of the Survey

Two of eight districts reported district-wide honors activities; forty-three of forty-six colleges reponded to
the survey, indicating that nineteen currently have an honors program, ten do not have an honors program but
are planning to implement one, and fourteen do not have an honors program and do not plan at this time to
begin a program.

The results of a composite report on the nineteen community colleges with honors programs are as follows:
The Honors Program

e The most likely length of time (63% of honors programs) for planning an honors program is between seven
and 12 months.

Both administrators and faculty members are involved in the planning process for every honors program.

A large percentage (84%) of the honors programs have an advisory committee.

The advisory committee includes administrators (100%) and likely includes faculty members (88%).

The most common responsibilities for an advisory committee include organizing/planning special functions
(75% of honors programs) and approving applicants for the honors program (63% of honors programs).

e Eighteen of the 19 honors programs (95%) have a director or coordinator. Eleven of the directors receive
from six to nine hours of released time per semester.

e The most likely academic program related to an honors program is a Liberal Arts/Transfer Program (74%)
or a General Education Program (68%).

¢ One-half of honors program budgets (dollars specifically allocated for this program) are in the category of
$10,001 - $20,000 per year.

e The four features which the largest percentage of honors programs offer are special "honors sections" of
classes (84%), academic advisement (84%), scholarships (84%), and recognition banquets (79%).

e The three most important features for students as rated by the respondents are scholarships (20%), special
"honors section" of classes (14%), and "special privileges"—such as, early registration, bypassing
requirements, etc. (12%).

The Honors Student

e To enter an honors program, students must meet one or more of the entrance requirements, which
generally include: top 10% of high school graduating class; high school GPA ranging from 3.1 to 3.5 (4
point scale) or a college GPA ranging from 3.25 to 3.5; ACT score of 25 or above; minimum SAT composite
‘ranging from 1,000 to 1,200 with 1,100 being the most prevalent score required; 90th percentile or above on
entrance tests at the college; one or two faculty recommendations; demonstration of special abilities or
talents through portfolios, projects, papers, awards, or auditions; a personal interview with the honors
committee or program director; a 1,000 word essay.

e To remain in the program, a student must meet one or more of the retention requirements, which
generally include maintaining a GPA ranging from 3.25 to 3.5 at the institution, receiving no grade below B
in an honors class, and participating in one to three honors courses per academic year.

 

(OF Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712