Business Plan for Establishing an Honors College at the University of California-Riverside

Proposal for Establishing an Honors College at the University of California-Riverside

Draft v. 5/26/10

In January of 2010 the University Honors Re-Envisioning Report[1] presented the results of a faculty workgroup that Vice Provost for Undergraduate Education David Fairis had converned to “re-envision” UCR’s Honors Program. The report recommended the establishment of a University Honors College at UCR, and this goal was subsequently included in a draft of UCR’s Strategic Plan. Here we propose a draft timeline and implementation plan for the new Honors College and estimates of the resources that would be required, and activities that will be need to muster those resources.

This proposed Business Plan assumes some cost and size parameters, proposes a timeline and estimates the costs in order to present a concrete vision of how a University Honors College could be established over the next five years. The details of this proposed plan would have to be futher refined by an appropriate faculty committee and in collaboration with students, administrators, staff and other interested parties. The real work of implementation will take teamwork, patience, flexibility and communication. We are confident that this reorganization will afford a greater opportunity to enhance student success and move toward a world-class Honors College at UCR.

We propose a planning process and appointment of an Interim Honors Dean in Year 1, the hiring of a full-time Dean of the Honors College in Year 2 , and the hiring or appointment of two faculty (one senior, one junior) (1/2 FTE in Honors each), for Years 2-5, for a total of eight half-time faculty in the Honors College by Year 5. A physical location for the Honors College can be attained by engaging in the planning process for a new on-campus residential facility due to be built in 2014.

Underlying the planning process for an Honors College are the following characteristics:

(1) Helping Students Learn;

(2) Valuing People;

(3) Understanding Students’ and Stakeholders’ Needs;

(4) Accomplishing Other Distinctive Objectives;

(5) Leading and Communicating;

(6) Supporting Institutional Operations;

(7) Planning Continuous Improvement;

(8) Building Collaborative Relationships; and

(9) Measuring Effectiveness.

Process/Steps to Consider: Identifying the stakeholders

· Currently enrolled students

· Alumni

· Faculty and/or staff within the university

· Advisory boards

· Colleges, Dean’s, Associate Dean’s

· Student Affairs Directors, Advisors

Process Flow Chart: A timeline

· Program Structure: Appointed Committee

· Planning and Coordination: Involving Stakeholders

· Transition and Acceleration: Implementation of programmatic components, curriculum and student services

· Financing: Costs associated with the development of a college

5-Year Honors College Implementation Timeframe:

Year 1 (2010-2011)
May -June2010	Recruit a faculty committee to fine-tune the Honors College Proposal. Revised Honors College proposal submitted to Chancellor by June 15, 2010
July-August	Appoint Interim Honors Dean Retool existing Honors components to reflect new goals and objectives and to move toward a 4-year Honors Program: identify current components to be reevaluated and explore ways to transition to new components, grandfather current participants, and methods for recruitment of new students
September	Begin national search for an Honors Dean
October	Make appointments to the committees designed to formalize all aspects of the Honors College: Curriculum, Development, Facilities, Personnel, etc.
November	Revised Honors College Proposal submitted to the following interested parties: Faculty Senate, Student Government, Council of Deans, Honors Executive Committee, Honors Student Leadership Council, etc.
December	Planning committees start meeting on a regular basis
January 2011	First draft of new curriculum model and student affairs components
February	Planning for Honors Housing and New Honors Building – The Dunbar Facility: developed in coordination with campus Housing (scheduled to open 2014)
March	Implement new admissions criteria
April	Approvals for Capstone activities; Honors in the major programs
May	Final draft of new curriculum model and student affairs components
June	Provost names new Dean of the Honors College
Year 2 (2011-2012)
July 1, 2011	First draft of new curriculum model and student affairs components for first year students, seek approvals for advising system
August	Develop summer component model Hire Scholarship Coordinator
September	Develop model for faculty teaching and compensation agreements Search for and appoint one junior and one senior Honors Faculty (1/2 FTE)
October	Finalize admissions criteria for all class levels
November	Develop plan for phasing out existing honors programming
December	Honors College approvals received by Academic Senate committees
January 2012	Approvals for phase out and assurances current students complete program
February	Proposal update to the stakeholders and the Chancellor
March	Seek approvals for the four year Honors College model
April	Admission letters of acceptance to first Honors College students
May	Approvals for summer program components
June	Conduct summer program for new Honors College admits
Year 3 (2012-2014)
July 1, 2012	Finalize Honors College budget for the new fiscal year
August	Finalize second year courses and program components
September	Accept proposals for third year courses Search for and appoint one junior and one senior Honors Faculty (1/2 FTE) Search for and appoint one new Student Affairs Officer
October	Conduct open house and welcome back for first and second year Honors College students, and any honors program participants
November	Final phase out of honors program participants
December	Committee reports and updates
January 2013	Recruitment of first year students
February	Develop criteria for transfer student admits
March	Fiscal year budget draft due
April	Admit new first year students
May	Update on new Honors College facility/building
June	Admit transfer students; conduct summer programming

Year 4 (2012-2015)
July 1, 2013	Fiscal year budget finalized
August	Hire Honors College staff: if necessary additional advisors and/or clerical
September	Co-curricular program developed Search for and appoint one junior and one senior Honors Faculty (1/2 FTE)
October	Conduct welcome back activities
November	Recruit continuing students to the Honors College
December	Develop Service Learning components
January 2014	Begin recruitment of new first year students
February	Participate in campus wide recruitment and outreach activities
March	Review of senior capstone activities
April	Admit new first year students
May	Establish criteria for scholarships and awards
June	Admit transfer students and conduct graduation activities

Year 5 (2015-2016)
July 1, 2014	Fiscal year budget finalized
August	Move-in to new Honors College building
September	Students move-in to new Dunbar Honors housing Search for and appoint one junior and one senior Honors Faculty (1/2 FTE)
October	Honors Open House- Dunbar Facility
November	Development of new assessments and evaluations
December	Approvals for all third and fourth year courses
January 2015	All admissions procedures in place
February	Approvals for all priority incentives and benefits of participation for all class levels
March	Review of senior capstone activities
April	Honors scholarships and awards
May	Draft fiscal year budget and conduct assessments/evaluations
June	Conduct graduation activities, summer program and gear-up for the next academic year

Estimated Current and New Honors College 5-year Costs

All Yearly Costs		Current Honors	New Funds Needed	Total
Year One – 2009-10 Current Budget	UHP Director Director of Student Affairs Coordinator of Lower Division Coordinator of Upper Division Administrative Assistant Student Intern (2) workstudy students	$485,000 current annual UHP budget Plus the $158,000 for Honors courses. This will be reduced as Honors Faculty are hired and will partially offset their salaries	Interim Dean+$20,000 Faculty involvement; renovations to faculty offices; $15,000; also, $10,000 for speakers and colloquia incentives Total new=$45,000	$688,000
Year Two- 2010-11 Budget	Dean’s salary-UHP Director Scholarship Coordinator Curriculum development Faculty FTE	$485,000 existing annual UHP budget, plus $100,000 in Honors courses -$50,000	$200,000-50k=$150,000 $50,000 $15,000 $80,000 Total new=$295,000	$880,000
Year Three -2011 -12 Budget	Dean’s salary less UHP Director Scholarship Coordinator Curriculum devel. Faculty FTE (add 2) New Student Affairs Officer Cost of search for new faculty/student affairs	$485,000 existing annual UHP budget, plus $100,000 in Honors courses -$50,000	$200,000-50k=$150,000 $50,000 $15,000 $160,000 $43,000 $1500 Total new=$419,500	$1,004,500
Year Four-2012-13 Budget	Dean’s salary less UHP Director Scholarship Coordinator Faculty FTE (add 2) Student Affairs Officer New Honors College Staff - advisors (add 2)	$485,000 existing annual UHP budget, plus $100,000 for Honors courses -$50,000	$200,000-50k=$150,000 $50,000 $240,000 $43,000 $100,000 Total new= $583,000+	$1,168,000+
Year Five-2013-14 Budget	Dean’s salary less UHP Director Scholarship Coordinator Faculty FTE (add 2) Student Affairs Officer Honors College Staff - Clerical Moving costs to Dunbar facility	$485,000 existing annual UHP budget, plus $100,000 for Honors courses	$200,000-50k=$150,000 $50,000 $320,000 $43,000 $50,000 $70,000 Total new= $633,000+	$1,268,000+
Total		$2,983,000	New = $1,975,500	$5,008,500

Questions for Consideration:

· What are reasonable costs and funding streams for the various components of an Honors College?

· How will costs for an Honors College differ from the costs to run an Honors Program?

· How do projected revenues and costs for planning and full implementation vary across the first three years of implementation and operation?

Fundraising Considerations:

A donor, someone to “name” the College after should be sought out by the campus Office of Development and by the Chancellor. University funding for Honors should be considered a “matching “or in-kind contribution to bring funding to the necessary levels for fiscal stability in these uncertain times. Honors alumnae, foundations, and Federal and State grants can provide additional support.

Extramural Fundraising Goals

Source	Year 1	Year 2	Year 3	Year 4	Year 5	Total
Naming Opportunity	-	$500,000	$ 500,000	$500,000	$500,000	$2 million
Honors Alumnae	$50,000	$100,000	$150,000	$200,000	$250,000	$750,000
Foundations	-	$25,000	$40,000	$75,000	$100,000	$240,000
Federal and State Grants	-	$25,000	$25,000	$50,000	$50,000	$150,000
Total						$3, 140,000

If the above estimates are reasonable accurate the establishment of fine a UCR Honors College can be accomplished over the next five years by increasing the amount that the University is spending on the existing University Honors Program by less than $2 million. This amount could easily be offset by pursuing the development opportunity that a new Honors College will provide. The establishment of an Honors College will augment recruitment of smart and creative undergraduates, energize faculty participation in undergraduate education and potentially could generate extramural funds great than the necessary expenditures for the College.

University Honors Re-Envisioning Report

January 2010

Vice Provost for Undergraduate Education David Fairris recently convened a faculty workgroup to “re-envision” UCR’s Honors Program and its presence on our campus. VP Fairris brought together eight faculty members who represent the campus’ span of scholarly disciplines and who either had been or are currently involved in the University Honors Program through their teaching, mentoring, or administration. Members included David Fairris, Vice Provost for Undergraduate Education and Professor of Economics; Bradley Hyman, Associate Vice Provost for Undergraduate Education and Professor of Biology; Marlene Zuk, Associate Vice Provost Faculty Equity and Diversity and Professor of Biology; David Cwiertny, Assistant Professor of Chemical and Environmental Engineering; Joseph Childers, Dean of the Graduate Division and Professor of English; Andrea Godfrey, Assistant Professor of Marketing; Rickerby Hinds, Associate Professor of Theatre; Christopher Chase-Dunn, Director of the University Honors Program and Distinguished Professor of Sociology; and John Fischer, Former Director of the University Honors Program and Distinguished Professor of Philosophy. Kathryn Jones, Assistant Director of the Honors Program; Gladis Herrera-Berkowitz, Acting Upper Division Honors Coordinator; and Samantha Wilson, former Honors student and Coordinator of Undergraduate Research in the Community, contributed to the discussion, and Patsy Oppenheim, Assistant Vice Provost for Undergraduate Education, helped facilitate the re-envisioning sessions.

During Fall 2009, the workgroup met three times. The first meeting was organizational. The second meeting was spent brainstorming, with members describing attributes that would create the best Honors experience for top UCR students. They also identified individual qualities desired for those graduating with an Honors Distinction. The large collection of ideas fell into three major categories: Intellectual Growth, Personal Development, and Social Responsibility. At the third meeting, workgroup members discussed various programs and experiences that would facilitate and nurture maturation in these areas. Finally, the workgroup discussed the structure – space, staffing, faculty, and organizational design – that could successfully and efficiently sustain these programs and experiences. A final meeting took place in early January to discuss the path by which we might achieve the workgroup’s vision and to finalize this report.

The workgroup unanimously reached the conclusion that an Honors College, led by a Dean and committed educators, with an identifiable location, would be the best structural configuration to reach our desired goals. Highly reputed, best practice Honors programs may serve as magnets for attracting top students. They also provide high-achieving students a haven wherein very challenging programs are offered with faculty expectations that exceed the capabilities and desires of the average student. When combined with plentiful “ports of entry” for students who later in their academic careers decide to accept the challenges of an Honors program and for new transfer students with the capability and desire to excel in such a program, the Honors experience is properly viewed as part of a portfolio of student success programs which targets needs across the spectrum of student abilities. An Honors program of this sort at UCR thus addresses the academic aspirations of arguably the most underserved sector of our undergraduate population: highest achieving students

Structure

The workgroup recommends a University Honors Collegefor the UCR campus. The College should be led by a Dean overseeing a number of instructional lines filled by ladder faculty on a three to five-year (partial FTE) rotation from campus departments and devoted to a population of students representing between 5% and 8% of the undergraduate student body. UCR’s Honors College would provide interdisciplinary curricular tracks that would fit into and align with degree-granting college and major requirements with a normative time to degree of four years. Completion of UCR’s Honors curriculum would result in a University Honors distinction attached to the degree granted in the major. Departments would be free, under this plan, to continue offering an Honors designation in the major as well.

The University Honors College Dean would be appointed by the EVC. The Dean, with vision and creativity, would lead a dedicated faculty to create an intellectually challenging and exciting personal experience for our very best students. The workgroup recommends that faculty should be offered partial FTE within the Honors College to promote a sense of allegiance and dedication. To mitigate the instructional loss at the department level, the portion of the appointment in the Honors College would be returned to the faculty member’s home department. Appointments within the Honors College would not be permanent, however. Anticipated tenure would be a three to five year commitment for which service to the College would become a significant component of the regular merit and promotion process. Honors faculty would collaborate to develop and deliver contemporary, novel, interdisciplinary curricula that would attract motivated students with potential to become academic and social leaders.

The College would also have an appropriate number of permanent staff lines for administrative support and professional advising, as well as a Scholarship and Prestigious Award Coordinator who would also be available to assist non-Honors students. Ideally, the Honors College would have designated space, large enough for faculty offices, administrative and support staff offices, classrooms, conference room(s), study rooms, and a common lounge that could be used as a venue for events, speakers, presentations, art showings, and other creative endeavors. The Honors College could be located in contiguous space within a shared building, or in a dedicated building. Either way, a space specified as “Honors” would support a sense of community and belonging.

A residential component is strongly recommended. During their first two years at UCR, all Honors students would live in the campus’ Honors Residence, which could be an entire hall, a wing, or floors specifically reserved for Honors participants. Housing grants would be awarded to those with need, as determined by campus financial aid standards. Many eligible applicants would likely be recipients of Regents’ or Chancellor’s scholarships.

Intellectual Growth

The academic centerpiece of the University Honors College would be an interdisciplinary curriculum founded on a few thematic tracks that are unique in content. The tracks would retain the requirement of college-level general education requirements and major requirements. However, there would be six to eight elective courses taught by Honors College faculty that could also satisfy a combination of general education and upper-division major requirements. These courses would align with the thematic tracks and be reflective of real world issues. In addition, every UCR Honors College student would be required to take a course in “critical thinking,” participate in an experiential learning opportunity (e.g., education abroad, UCDC, or community internship), have an ongoing involvement in the arts, and complete a capstone experience (e.g., thesis or other creative project).

Students would earn a University Honors Distinction in one thematic track while simultaneously receiving a Bachelors Degree in a major of their choice. This model is designed to create critical thinkers who can identify important problems facing the world and mobilize solutions. The themes themselves would represent broad real world issues – such as Energy, Water, Poverty, or Global Sustainability. Addressing them properly requiresan interdisciplinary approach in which different disciplines contribute insights. The themes would be reviewed periodically to maintain a contemporary pool of topics as faculty rotate into the Honors College. The curriculum would be delivered by highly engaged faculty who routinely incorporate active learning into their pedagogy. Compensation for developing and implementing this new curriculum would be the opportunity to teach our very best students.

Personal Development

The perspective of UCR freshmen or transfer students is likely to be limited due to their young age, inexperience, or lack of opportunity. Participation in the University Honors College would provide students with the opportunities and individualized guidance to become self-confident contributing citizens, future leaders and team players who are respectful of other people’s ideas and accomplishments. Inquiry and curiosity should flourish within these students while respect for different ideas and ideologies is fostered.

Personal growth is multi-faceted and complex; helping students begin to develop their potential is a bold goal that cannot be willed nor easily taught in seminars or workshops. Rather, the workgroup views this personal journey as being nurtured within the Honors curriculum but also fostered by co-curricular opportunities that are part of the Honors experience and commitment. The workgroup therefore recommends:

· Incorporating a contract system in which students commit to participate in a variety of opportunities that constitute part of the co-curricular requirements of the Honors experience – such as exposure to athletics, the arts, and public lectures.

· Scheduling a regular time for reflection on personal growth and a sharing of these reflections in small discussion groups that include faculty, advisors, and student peers, who provide feedback and encouragement.

· Participating in academic and social events planned by Honors and/or other campus organizations. These include symposia, exhibits, discussions, and seminars, as well as receptions that usually follow these programs. Students would gain confidence by observing how faculty and upper division Honors students communicate during these occasions.

• Developing classes and tracks that embed the foundations of personal growth and reflection within coursework. This goal requires faculty who embrace interactive pedagogy and challenging dialogue.

· Providing developmental advising that is possible only with the skill set of trained professionals. Counselors will team with University Honors College faculty to enrich the students’ personal growth and professional development.

Social Responsibility

Today’s students are members of a global community and their education should include the development of skills that will serve to enhance the human condition. UCR’s Honors College will promote involvement in meaningful public service that moves well beyond a resume line item, and positively impacts the campus, regional, national and global communities.

It is intended that the Honors experience instill social values in students by encouraging civic engagement, with intentional preparation in advance and sincere reflection on what students have contributed and what they have learned through such engagement. Some examples of these opportunities include:

· Serving as peer mentors for learning communities or academic support programs, supplemental instruction leaders, new student orientation leaders, and in leadership positions in campus organizations, thereby insuring that the benefits of the University Honors College are spread more widely on campus.

· Interning or volunteering in a community organization to foster a commitment to community service and a sense of civic pride.

· Developing a course or seminar under the guidance of an Honors College faculty member and then assuming the responsibility for preparing and delivering the course content as a capstone experience.

· Undertaking individual or collaborative research projects in the community under the mentorship of a faculty member as a capstone experience and as a way of applying the expertise gained as an undergraduate Honors student for the good of the community.

· Developing partnerships with local K-12 students, facilitated by the Alpha Center and the Science Mathematics Initiative.

Transition Options

The workgroup discussed several pathways to the attainment of our “blue sky” vision of an Honors College at UCR. Which path the campus chooses will be influenced by a variety of factors, such as budgetary concerns and a desire for strategic investing. The crucial ingredients in the attainment of our vision will not change; it is the order of their adoption that may vary.

A faculty group should be charged with crafting the curriculum and seeking the approval of the Academic Senate for the proposed academic vision. Ideally, this group would be the inaugural faculty to hold appointments in the University Honors College. The faculty group might be selected by issuing a “request for proposals” for themes that would compose the initial thematic tracks in the new Honors experience. These themes might be informally linked to faculty research clusters on campus with the highest visibility nationally and internationally and with the greatest opportunity for external funding.

A focus on the personal and social development of students indicates the need for a dedicated staff with professional skills in the area of developmental advising. Support and administrative staff are needed as well, as is a professional position in charge of student scholarships and awards. Formal plans must be put in place for these hires.

Infrastructure decisions must be made, particularly regarding space for the University Honors College. Ideally, this would include a common area for student gatherings, classrooms, a hall for public lectures, and faculty and staff offices. A dedicated space in student housing, which is larger than the floors that are presently designated for Honors students, must also be attained.

Finally, a Dean must be hired.

One pathway to the attainment of our vision is to start with the hiring of a Dean and then to task this person with overseeing development and execution of the infrastructure, faculty, and staffing plans. This has the advantage of establishing a person who directs the process from the very beginning. Another approach, which has the virtue of budgetary prudence in this tough economic climate, is to utilize the existing space and managerial capacity and begin with the faculty and staffing plans. The Dean and ambitious infrastructure plans could follow, after programs are initiated to achieve the personal, social, and intellectual goals that are the core of our vision of a University Honors College at UCR. Decisions regarding the attractiveness of our vision and the path by which it is attained are left to the Strategic Planning effort currently underway.

[1] The University Honors Re-envisioning Report is Appended to this Business Plan.