Honors Transfer Program - Cabrillo College · 3 A variety of honors course offerings (honors courses, supplemental contracts and designated honors contracts) that provide students

Preparedby:

CarolynJackson,DirectorofArticulation and Honors TransferProgram

LetitiaScott‐Curtis,Lead Honors Faculty,English Instructor

[email protected]

831.477.3505

HonorsTransferProgram

Fall2017Self‐Study

TableofContentsHonorsTransferProgramSelf‐Review

1. ExecutiveSummary 2‐5

2. ProgramTimeline 6

3. LetterfromCCCPresident 7

4. ProgramStructureandSupport 8‐13

ProgramAdministrativeStructureSpaceandFinancialResourcesFacultyParticipation

5. ProgramAssessment 14

6. AcademicStandards 15‐19

AdmissionCriteriaCodeofConductRetentionandCompletionCriteria

7. HonorsCurriculum 19‐25

HonorsCoursesHonorsCourseStandardsSupplementalAgreementsDesignatedHonorsCourseContractsEnrollmentAnalysisofHybridCurriculumHonorsResearchSymposium

8. HonorsStudentServices 25‐30

CounselingRecruitmentandIn‐reachHighSchoolOutreachCampusCollaborationsHonorsDemographicsProgramGrowth

9. HonorsStudentDevelopment 30‐31

TheHonorsClubProgramandStudentEvents

10. Appendices

A. CodeofConduct 35B. HistoricalCourseOfferingsandEnrollments 37C. CompleteListofHonorsCourses 40D. SupplementalAgreements,Contracts&Forms 43E. EnrollmentAnalysis 50F. HonorsTransferProgramDataCharts 51 G. Spring2017HTPCurrentStudentsSurveyResults 61H. Fall,2016HTPTransferredStudentsSurveyResults 70

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Executive Summary CabrilloCollegeMissionStatement:CabrilloCollegeisadynamic,diverseandresponsiveeducationalcommunitydedicatedtohelpingallstudentsachievetheiracademic,careerandpersonaldevelopmentalgoals.TheCabrilloHonorsTransferProgram(HTP)beganin2008asaresultoftheworkofadedicatedgroupoffaculty,staffandadministratorswhowantedtosupportourcollegemissionstatementbyprovidingenrichedandrigorouseducationalexperiencesforadiversegroupofstudents.Weareavibrant,curious,supportive,anddedicatedgroupoffaculty,staff,studentsandadministratorswhoworktogethertofosterexcellence.WebelievethattheHTPisapathwaytoequityandaccess!Theprogramcurrentlyhasacohortofover260students,andhastransferrednearly500studentstouniversitiesalloverthecountry.Ourwebsitemaybeaccessedhere:Go.Cabrillo.edu/honors

Program Strengths

● Excellent,award‐winningfaculty,whoregularlyparticipateintheBayAreaHonorsConsortium(BHC),theFacultyRoundtable,theBHCResearchSymposiumandotherprofessionaldevelopmentopportunities.Asoffall2017twoCabrilloCollegeinstructorsareco‐presidentsoftheBHC.

● AcohortofstudentsthatreflectsthediversityofSantaCruzCounty,andalso

includesout‐of‐stateandinternationalstudents.

● AnHonorsStudentHandbooktoclarifyprogrampoliciesandournewlyimplementedHonorsCodeofConducttofosterasafeandsupportiveenvironmentforourstudents.

● RobusthonorsstudentparticipationintheCabrilloCollegeStudentSenate,Alpha

GammaSigmaHonorsSocietyandstudentrepresentativestoourgoverningboard.ManyofourhonorsstudentsserveastutorsinourMathLearningCenter,theSTEMcenter,thewritingandtutorialscenter(theHUB),andasstudentinstructionalassistantsinprogramslikeMathPLUS.

● BroadofferingsofhonorscourseswhichfulfillIGETCrequirementsandacarefully

designedschedulethatallowsstudentstoentertheprogramwithacleareducationplanandpathtotransfer,inclusiveofhonorscourses.

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● Avarietyofhonorscourseofferings(honorscourses,supplementalcontractsanddesignatedhonorscontracts)thatprovidestudentswhohaveschedulingchallengestheopportunitytoearnhonorscredit.

● Opportunitiesforstudentstotakedesignatedhonorscoursesinclassessuchas

Shakespeare,BritishandAmericanLiterature,Physics,Biology,Chemistry,Calculus,andLinearAlgebra.

● RobuststudentparticipationintheBayAreaHonorConsortiumResearch

SymposiumsupportedbyourHonors1H/2HColloquium,acoursethatfostersexcellenceinresearchandconferenceprofessionalism.

● Opportunitiesforhonorsstudentstotouruniversitieseachyearthroughour

program’sfinancialsupportoftheTransferCenter’suniversitiestour.

● Honorssponsoredcollege‐wideeventssuchasCabrilloReads(recentbooksincludeInvisibleMan,TheLoneRangerandTontoFistfightinHeaven,BeingWrong).For2017‐18ourCabrilloReadstextisFrankenstein.

● SupportfromCollegeAdministrationfortheleadfacultytohaveappropriate

reassigntimewhichallowsforparticipationinextensivehighschooloutreacheventsandallotherworkneededtosupporttheprogramandthestudents.

● AnHTPDirectorwithnineteenyearsofarticulation/counselingexperienceandexpertiseinthecomplexitiesofthetransferprocess,acrucialbenefittotheprogramandourstudents;andaLeadHonorsFacultywhohasacquiredextensiveknowledgeoftransferrequirements,whichwhencombinedwithherdisciplineexpertise,providesaconsistentandinformedmessagetoHTPstudents.

Program Challenges

● Wearefinalizingadedicatedspaceforourhonorsstudentsinordertoprovideapermanentlocationforstudying,peertutoring,andhonorsclubmeetings.Suchaspacewouldhelpstudentsbondasacohortwithinthecollege,inadditiontofacilitatingstudentparticipationinhonorseventsandactivities,somethingthathasbeenachallengefortheprogram.

● Ourprogramdirector’sworkloadiscurrentlydivided30%HonorsDirectorand

70%DirectorofArticulation.Thecollegehasacknowledgedthatthisworkloadisnotsustainableinlightofourprogram’sgrowth.Shehashadtwoclassifiedassistantpositionsapprovedbythecollege;thefirstfulfillsArticulationdutiesandthesecondisaProgramSpecialistforHonorsandArticulation.TheProgramSpecialistworks18hoursperweek,11‐monthsperyearandisthe“faceoftheHTP”tostudents.

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● Weactivelyrecruitfromoursouthcountyhighschools,whichhaveahighpercentageofESLandfirst‐generationcollegestudents;howeverasmallpercentage(5%)ofthesestudentsapplyingtotheHTPdonotassessintoEnglish1A.Whileweareabletoacceptsomeofthesestudentprovisionally,wewouldliketoincreasehonorsprogramopportunitiesforthesestudents.AdedicatedsummerEnglish100ElementsofWritingclasstopreparethesestudentsmightbehelpful.Multiplemeasuresimplementationmayalsohelpwiththis.

● CurrentlyourEnglishdepartmentispreparingtoimplementmultiplemeasure

assessmentandtheacceleratedENGL1APlusmodel(fall2018).TheEnglishdepartmentisalsoimplementingmajorcurriculumchangestothecompositionsequence,andbecauseassessmentintoEnglish1Aisanhonorsprogramadmissionrequirement,theHTPwillneedtorespondaccordinglytothesechanges.

● CurrentlyourgeneralfundsupportcoverstheDirector’s30%contract,leadfaculty

re‐assigntimeof25%,plusfundsformileageandattendanceattheUCLATAPCouncilmeetings.WehavebeenveryfortunatetoreceivesubstantialdonationsfromourcommunityviathecollegeFoundationthatdirectlysupportthehonorsprogram,bothinscholarshipstostudentsandindirectsupportofourprogram(studentactivities,travelcostsforstudents).Unfortunately,thisfundingisnoton‐goingnorsecure,andwefinditdifficulttodolongtermplanning,especiallyforactivitieslikeafacultyretreatandhonorsfieldtrips.

● Ourprogramhashadanincreaseinthenumberofstudentswhohavespecialneeds

andchallenges,includingmentalandphysicalhealthconcerns.Wearededicatedtomakingthisprogramaccessibletothesestudents,butsupportingthemcanbeverytimeconsumingandchallengingforourfaculty.Wewouldliketocontinuetodevelopprogram‐widestrategiestosupportourfacultyandcounselors.WebeganthisprocesstwoyearsagowhentwoofourfacultypresentedonthesocialandemotionalneedsofhonorsstudentsattheBHCFacultyRoundtableinfallof2015.

● Whilewedoanexcellentjobofhighschooloutreach,wewouldappreciatesupport

thatwouldincreasethevisibilityoftheprogramacrossthecounty.Thereisacontinuingstigmaaboutcommunitycollegeasa“soft”optionforfreshmanstudents,andmanyofourlocalareahighschoolsdonotencouragestudentstowardCabrilloandtheHonorsTransferProgram(atthedirectionoftheiradministrators).WewouldappreciateinformationfromUCLAonareahighschoolgraduatingseniorswhoweredeniedfreshmanadmissiontoUCLA.Inaddition,perhapsthosedenialletterscouldreferstudentstoCabrillo’sHonorsTransferProgram.

● BecauseCabrilloissituatedinoneofthemostexpensivehousingcommunitiesin

thecountrywithincompatibleincome/facultycompensation,recruiting,supportingandretainingdiversefacultyfortheHTPisanongoingchallenge.Werecentlylosttwowonderfulhonorsfaculty(AnthropologyandMath)tothisunaffordableclimate.

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● CurrentlywedonothavededicatedSTEMhonorsclassesandwouldliketodosointhefutureandhopetoresolvetheproblemswithavailablefaculty,unitsandlabspace.

● ItisdifficulttofindatimetoholdAdvisorymeetingtogainwideattendancebyourmembers.WealwayshaveoneAdministrativeDeaninattendance,onecounselor,andbetween5and10instructionalfaculty,aswellastheDirectorandLeadHonorsFaculty.Wehavereachedouttootherprogramsoncampus;however,facultyarebusyandoverloadedand/orteachingandmeetingwithstudents.Itisverychallengingtofindatimewhenthelargegroupcanmeet.

● SurveyandresearchinformationhasbeenmostlycreatedbytheDirector‐whois

notanexpertindesigningsuchinstruments!Ourfollow‐updatacouldbeimprovedviagreateruseofourResearchOffice.

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Cabrillo Honors Timeline Spring,2008 CollegeAcademicSenateestablishestheHonorsTransferProgramFall,2008 ProgrambeginswithfourHonorsCoursesandacohortof48students2009‐2010 Participationintheprogramjumpsto116students2010‐2011 AdmissiontoUCLATAP2010‐2011 ApplicationstotheHTPexceed100forFall,2011Spring,2012 BHCHonorsSymposiumHesletAwardwinnerAidanO’Leary“Paintingby

Numbers:HowHerschel’sSciencechangedArt”‐studenttransferstoUCLA(TAP),ArtHistory

2012‐2013 Participationintheprogramjumpsto205students2012‐2013 Percentageofunderrepresentedstudentsintheprogramincreasesto30%Spring2014BHCHonorsSymposiumHesletAwardwinnerSamanthaZevanove“ReclaimingCelia’sDignity:RepositioningCeliaasthemoralcenterofBenJonson’sVolpone,acritiqueofcorruptionin17th‐centuryVenice”‐studenttransferstoUCBerkeley,SociologySpring,2016Dr.StevenSchessler,CabrilloEnglishFacultyBayAreaHonorsConsortiumFacultyoftheYear2016‐2017 ApplicationstotheHTPexceed150forFall,20162017 HonorsClubChartered2017 TwoCabrillohonorsfacultybegintheirtermasco‐presidentsoftheBHC.2017‐2018 264Activestudents

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Program Structure & Support

CabrilloHonorsTimeline

TheCabrilloHonorsTransferProgram,foundedin2008,wasfirstmanagedbyafull‐timeDirector/Counselor.DuetothatDirector’sretirementin2011,thispositionevolvedintoa30%Director(whoisalsoa70%DirectorofArticulation)plusa25%LeadHonorsFaculty,withthecounselingresponsibilitiesbeingdisseminatedbetweenthe3‐4designatedhonorscounselors.ThistransitionhasbeenapositiveoneforboththeprogramandthestudentsbecauseCounselingandStudentServiceshavemoreofa“stake”intheprogram.Ratherthanoneperson(theformerDirector/Counselor)overseeingandtryingtopromotetheprogram,theentireCounselingDivisioninformsandrefersstudentstotheprogramandtothedesignatedhonorscounselors.Thecurrent30%HonorsDirector,alsotheDirectorofArticulation,reportsdirectlytotheVicePresidentofInstructionandisalsoresponsibleforweeklyemailcommunicationtothecohortconcerningevents,workshops,deadlinesandtransferinformation.TheDirectoralsomeetsindividuallywithstudentsasneededtoadviseonUCLATAP,HTCCrequirements,transferrequirementsandHonorsScholardesignation.TheDirectorandtheLeadHonorsFacultyworktogetheronoutreachtothelocalhighschools,makingpresentationstostudentsinthelatewinterandearlyspring.TheyalsoattendParentCollegeNights.TheDirectorandLeadHonorsFacultyalsoworktogethertoreviewapplicationstotheprogramandadmitstudents.TheLeadHonorsFacultyisresponsiblefororganizingevents,schedulinghonorsclassofferings,encouragingfacultyparticipationinprofessionaldevelopment,promotingstudentapplicationsandregistrationsfortheBayHonorsSymposium,andprovidingsupportandinterventionforbothstudentsandhonorsfacultyincasesofstudentdistressanddisciplinaryissues.Initially,programadministrativesupportwasprovidedbyDivisionclassifiedstaffforprocessingofhonorsapplications,dependingontheDivisionthathousedtheLeadHonorsFaculty(initiallyHistoryfaculty/HumanArtsandSocialSciencesDivisionandcurrentlyEnglishFaculty/Business,EnglishandLanguageArtsDivision.)Forthepastfewyears,theOfficeofInstructionhasprovidedthisclassifiedstaffsupportandexpandedtheroletoincludenotonlytheprocessingofapplications,butalsoproductionofnewsletters,theHonorsStudentHandbook,andwebresources.FortheFall,2017applicationcycle,acompetentstudentworker(alsoanHTPstudent)processedthe150incomingapplicationsintothedatabaseandprovidedfollowupandassistancetotheDirector.Atthetimeofthiswriting,anewly‐createdpositionforthecollegehasbeenfilled‐ProgramSpecialistforArticulationandtheHonorsTransferProgram‐45percent/11monthClassifiedHourlystaffposition(18hoursperweek)tosupportbothprograms.Itisourhopethatthisnew

Program Administrative Structure

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position/personwillgrowintoprovidingsubstantialsupporttotheDirectorandmanageallwebresources,aswellasbethe“faceoftheprogram”toanswerstudentinquiriesabouttheprogram,providestudentsupportandreferralsandassistwithoutreach/inreachfortheprogram.TheHTPAdvisoryCommitteemeets2‐3timesperyeartoplancourseofferings,eventsandoutreach.Themeetingsalsoprovidesupporttothehonorsfacultyinnavigatingchallengingstudentsituationsastheyarise.

Space and Financial Resources TheHonorsTransferProgramofficeisoccupiedbytheProgramDirector/DirectorofArticulationinthe100building.TheouterofficehousesthenewProgramSpecialist,aswellastheSystemsSupportCoordinator,withwhomtheDirectorworkscloselyonthecollege’sdegreeauditandstudentplanningsystems.Infallof2014,ajointspacewasdesignatedintheLearningCommunitiesclassroom(room517—aclassroominaseparatebuildingfromtheHTPoffice)toallowHTPtoholdinformationalandtransferworkshops(UCLATAP)andfilmnights.Althoughtherewasnosupervisionavailabletoallowthespacetobeusedasa“studyspace,”itwasabenefittotheprogram.Unfortunately,inthelastyear,theLearningCommunitiesclassroomhasbeenbookedsolidforsupplementaryinstructionmeetingsforanotherlearningcommunitycohort,andtheprogramhasrequestedanotherspaceforHTPstudentsthatcoulddoubleasaworkshopandaquietstudyspace.Aspaceinthe100building,Room112,hasbeendedicatedtotheHTPforstudents.Thisquietstudyandmeetingspacehas:

● Alargetableandchairs● Couch● Twocomputers● Acopymachine/printer● Smallrefrigeratorandelectricteapot.● Snacksforstudents

ItisjuststepsawayfromtheHonors/Articulationoffice,andissupervisedasastudentstudyspacebytheProgramSpecialist.FinancialResources:TheHTPisfundedoutofthegeneralfundbytheOfficeofInstructionandhasayearlyoperatingbudgetofapproximately$81,000.Forthe17‐18academicyear:Director30% $36,211LeadFaculty25% $37,377ProgramSpecialist(aportionofthe45%) $6,000TraveltoUCLATAPMtgs $400

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Mileage $600Total $80,588Unfortunately,duetobudgetconstraints,therehasnotbeensecurefundingfortheextra‐curriculareventsandprogramsthatmaketheHTPsobeneficialtostudents.Fortunately,someoftheseactivitiesandessentialsupportworkhasbeensupportedeachyearfromdonationsviatheCabrilloCollegeFoundation.Thesegenerousdonationshaveprovidedfoodforeventsandactivities,including:

● TheincomingHTPstudentorientationinthefall● MoneyfortheBayHonorsResearchSymposiumpreparationandtransportation

expenses● Programbrochuresandposters● AnHTPpromotionalvideo● Foodforoutreachandinreachevents● “PizzaFriday”funding,andfoodforHTPevents

WeareextremelygratefultotheFoundationDirectorwhoactivelypromotesourprogramtopotentialdonors.

Faculty Participation Ofcourse,itisthehonorsfacultywhomaketheprogramoutstanding.Facultyfromawiderangeofdisciplinesteachhonors‐onlyclasses(4offeredeachsemester),andadditionalfacultyofferhonorsSupplementalAgreements(contracts)forcoursesthatareofferedwiththe“H”,andalsotheDesignatedHonorsCourses(whichrequireacontracttoearnhonorscredit–formerly“automatichonorscourses”priorto2012).OurHonorsfacultyarealsomotivatedtocreatenewhonorscoursesastheyseetheneedandvalueforstudents.Presently,HonorsPhotography,NewMedia,andSocialChange(AP35H)isawaitingUCTCAapprovalandwillbesubmittedforCSUGEandIGETCreviewinDecemberof2017,andHonorsInterpersonalCommunication(COMM7H)isundercurriculumdevelopment.HonorsfacultyalsoarecommittedtotheBayHonorsConsortiumandparticipatethroughorganizationoftheannualHonorsFacultyRoundtableeachfall.ThisprofessionaldevelopmentdayforhonorsfacultyisinvaluableinsharinginformationaboutNorthernCaliforniaCommunityCollegehonorsprograms,teachingstrategies,issuesthataffecthonorsstudents,appealingtodiversepopulationsandmore.Cabrillo’sfacultyareremarkableintheirwillingnesstobothteachhonorscoursesandtowriteSupplementalAgreementsandDesignatedHonorsCoursecontractswiththeirstudents,giventhatthereisnoextracompensationorstipendforHonorscoursesor

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contracts.Additionally,inrecentyears,ourEnglish,Spanish,HistoryandPsychology(BiologicalPsychology)facultyhaveenthusiasticallyofferedDesignatedHonorsCourseContractsforstudents,whichhasbeenaneffectiverecruitmenttoolfortheprogram.OurCounselingfacultyarealsointegraltothesuccessoftheprogramandatleasttwoofourCounselorsregularlyattendtheAdvisorymeetings.ThediversityofourfacultyisimportanttousandtheAdvisoryCommitteecontinuallyencouragestheparticipationofInstructionalFacultywhorepresentourgrowingnumberofdiversestudents.

Honors Faculty MarcyAlancraig,M.A.,EnglishEnriqueBuelna,Ph.D.,HistoryJohnCarothers,Ph.D.,ZoologyGinaChestnutt,M.L.S.,LibraryScienceClaudiaClose,M.A.,PhilosophyNicoleCrane,M.S.c,MarineScienceCarlosFigueroa,B.A.,graduatestudyPhysicsSkyeGentile,M.A.,CommunicationStudiesEveHinkley,M.L.S.,LibraryScienceBrianLegakis,Ph.D.,ArtHistoryJackieLogg,M.A.,SociologyMichaelMangin,Ph.D.,HistoryRobinMara,M.A.,CommunicationStudiesDustinMcKenzie,M.A.,AnthropologyRebeccaMorgan,Ph.D.,PsychologyAdelaNajarro,Ph.D.,EnglishEkuaOmosupe,Ph.D.,EnglishHeatherPeterson,M.A.,ArtHistoryArielRobello,M.A.EnglishNicholasRowell,Ph.D.,PoliticalScienceSteveSchessler,Ph.D.,EnglishConradScott‐Curtis,Ph.D.,EnglishLetitiaScott‐Curtis,M.A.,EnglishRebeccaSmith,Ph.D.,PhilosophyYvesTan,Ph.D.MicrobiologyKristinWilson,Ph.D.,Anthropology

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Honors Counselors HTPstudentsgenerallyseekappointmentswithourDesignatedHonorsCounselors;however,allcounselorsareavailabletothemandallcounselorsreferpotentialstudentstotheprogram.OurHonorsCounselorshelpHTPstudentschooseclassesthatfitintotheireducationalgoals.Theyarealsothemainresource,inadditiontotheDirector,forinformationabouttheHonorsProgram,UCLATAPCertificationandHonorsScholarDesignation.HTPstudentsareencouragedtomeetatleastoncepersemesterwithacounselortoensurethattheyare“ontrack”toreachtheirgoalsHonorsCounselorsRudyPuente,M.A.(WatsonvilleCenter)BarbaraSchultz‐Perez,M.A.MarcieWald,M.S.W.JayJackson,M.A.Beginninginfallof2013,CabrilloCollegebeganrequiringaCollegeSuccesscourseforincomingstudents,andofferingaCG51(H)coursespecificallyfortheHTPcohort.This1.0unitCSU‐transferablecourseexplorestransferrequirementsandeducationalplanningwithanemphasisonpathwaysfortheHTPstudent.ThecoursewasoriginallytaughtbytheDirector,andhassincebeentaughtbyMarcieWald,oneofourDesignatedHonorsCounselorsandAdvisoryCommitteeMembers.ThecourseincludesaseminarbytheHonorsDirectorcoveringUCLATAPandHonorsScholarDesignationrequirementsandinformation.TheDirectorcommunicatesregularlywiththeDesignatedHonorsCounselorsaboutupdatestotheUCLATAPcertificationprocess,includingweb‐linksandinformation,aswellasHTPapplicationcriteria.

Honors Advisory Committee TheHonorsProgramAdvisoryCommitteemeets2‐3timesperyearandiscomprisedofCabrillocounselingandinstructionalfacultyandadministrators.Itsroleistocreatepolicyandprocedures,selecttheHonorscoursesofferingsandworktoimprovethereachanddepthoftheprogramthroughexpandingthediversityofandopportunitiesforourstudents.EachAdvisorymeetingincludesareviewofthemostrecentdataaboutHonorscourseenrollments,studentparticipationintheprogram,diversityinformation,retention,graduationrates,andUCLATAPparticipation.Themeetingsalsoprovidesupportforhonorsfacultyinnavigatingchallengingstudentsituationsastheyarise.HonorsAdvisoryCommitteeMembersinclude:

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● DirectorofHonorsandArticulation● LeadHonorsFaculty● DeanofHumanArtsandSocialSciences● DeanofBusiness,EnglishandLanguageArts● CounselingFaculty● InstructionalFaculty

TheprogramhasrecognizedtheneedforabroadercampusrepresentationontheCommittee.Beginninginfall2017,invitationsweremadetotherepresentativesofvariousprogramslistedbelow.Ourhopeisthatthroughtheirparticipation,awiderrangeofstudentswillbenefitfromtheprogram.WealsorecognizethatwehavebeenremissinnothavinganHTPstudentsitontheCommittee.Althoughwehaveotheropportunitiesforstudentinput(orientation,surveys),werecognizetheimportanceofhavingastudentinthisvenue.WehopetohavethePresidentoftheHonorsTransferClubsitontheAdvisoryCommitteebeginningfall2017.

● DirectorofEOPS● CounselingDirectorofAccessibilitySupportCenter● PuenteCounselor● InternshipsCoordinator● GuardianScholarsCoordinator● Veteran’sCounselor● DirectorofMESA● OasisIndependentHighSchoolCounselors● DirectoroftheOfficeofEquity● PresidentoftheHonorsTransferClub‐studentrepresentative

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Program Assessment

Program Planning and Review

TheHonorsTransferProgramispartofCabrilloCollege’sannualprogramreviewandplanningprocess.Aformal,detailedreportisgeneratedevery6yearstoincluderecommendations,goalsandannualupdatesarealsogenerated.Thenextcomprehensivereviewisscheduledforspringof2022.

Honors Program Planning Objectives Duringour2015ProgramPlancycle,weaddressedourgoalofsecuringfundingforeventsandoutreach,(former)UCLATAPtransferconference,in‐reachevents,brochures,bannersandposters.Theseexpenseswerefundedbyprivatedonationstotheprogram.Othergoalsincludedadministrativesupportfortheprogramtoreviewapplications(releasetimeforacounselorwasproposedandfundedbythegeneralfund),andresourcestoupdatetheHTPwebsiteandanHTPfilmstudent‐producedvideoformarketing.Theupdatestothewebsitewerefundedbythecollege,andthepromotionalvideowasproducedviadonatedfundsandcanbeaccessedhere:https://www.cabrillo.edu/services/honors/LongtermgoalswhichwouldrequiresecuredfundingincludeastipendforHonorsInstructorsandfacultywhowriteSupplementalAgreementsandDesignatedHonorsCourseContractswithstudents(thiswouldneedtobeanegotiateditemintheFacultyContract),a“permanent”dedicatedspaceforHTPstudents,andtheProgramSpecialistpositionwhichwasrecentlyapprovedandhasbeenfilled.)AdditionalgoalsincludeaSpanishlanguagetranslationofourHTPbrochure,atleastinawebformat.Sofar,fundingconstraintshavepreventedusfromachievingthisgoal.

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Academic Standards

Admission Criteria

TojointheCabrilloCollegeHonorsTransferProgram,studentsmustfulfillboththeAcademicPreparationRequirementandtheWritingProficiencyRequirement.TheseweredevelopedafterastatewidesurveyofcommunitycollegeHonorsPrograms,consultationwithkeydepartments,discussionsintheAcademicSenateandresearchintogeneralGPAstatisticsatCabrillo.And,ofcourse,alignmentwithUCLATAPandHTCCstandardswasmandatory.Theadmissionsrequirementsweresettoensureahighlikelihoodofstudentsuccessinthehighlydemandinghonorscourseswhilesimultaneouslyprovidingapathwayforawiderangeofstudentsbeyondthetopachievers.Aletterofrecommendationisalsorequired,asawellasawritingsample(essay)inresponsetoachoiceofprompts.Prospectivestudentswhodonotmeettheminimumqualifications,butwhofeeltheycansuccessfullycompletehonorscourses,arewelcometoprovideanadditionalwrittenstatementof150‐200words.Thisstatementshouldaddress:

● theirinterestintheprogram● whattheyhopetogainfromtheirparticipation● whattheybelievetheywillcontributetotheprogram● anyuniquequalificationsthatmaynotbedemonstratedbyusingtheeligibility

requirements.AcademicPreparation

1. ContinuingCabrillostudents,musthaveaminimum3.3cumulativeGPAandmusthavecompleted6ormoretransferableunitsincoursesnumbered1‐99.

2. Newstudentsarrivingdirectlyfromhighschoolmustprovideevidenceofoneofthefollowing:minimum3.5weightedhighschoolGPAinA‐Grequirements;or,SATtotalofatleast1400(new);orEnhancedACTcompositeof29+.

3. Newstudentswhohavepreviouslyattendedanaccreditedcollegeoruniversity,mustprovideevidenceofa3.3cumulativeGPAin6ormoretransferableunitsequivalenttoCabrillo’scoursesnumbered1‐99.

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WritingProficiency‐EnglishRequirementHonorscoursestypicallyrequiresubstantialwritingandcriticalthinking.Applicantsmustprovideevidenceofoneofthefollowing:

○ MinimumAPEnglishscoreof3(4preferred);or,○ MinimumIBLanguageAscoreof5or,○ EligibilityforEnglish1AonCabrillo’sAssessmentTest(orequivalent)or,○ CompletionofEnglish100(orequivalent)withagradeofBorbetteror,○ CompletionofEnglish1A(orequivalent)withagradeofBorbetter,or○ CAASPPEAPtestresultingscore:2682andabove(waivesassessmentand

placesintoENGL1A)OneoftheprimarychallengesofadministeringtheHTPfortheCollegeistheoverwhelmingnumberofapplicationsbeingreceivedastheprogramgrows,andthesheerworkloadinvolvedintheprocess.TheHTPofficebeginsprocessingapplicationsforfallinFebruary,andcontinuesthroughoutthespringsemestertodoso.Forfallof2017,theprocesswasfurtherimpactedbythelackofaclassifiedsupportstaff.AstudentworkerassistedtheDirector;however,herpositionendedatgraduation,andtheapplicationprocessneededtobeclosedsincetherewasnoonetocontinueprocessingapplications.WiththeProgramSpecialistinplace,weareonceagainfunctioningatfullstrength.However,theoveralladministrationfunctionsoftheprogram,giventhattheDirectorisboththeArticulationDirectorandtheDirectoroftheHonorsTransferProgram,mayinitselfbetheproblem.Historically,springsemesterhascreateda“perfectstorm”ofworkloadintheofficeduetomandatorydeadlinesforArticulationandtransferabilitysubmissions.AlthoughthefulltimeDirectorpositionis30%Honorsand70%Articulation,therealityismoreofa50%/50%.Again,itisthehopethattheProgramSpecialistwilleasetheworkloadburden.Otherfuture,college‐wideconcernsthatwillimpacttherecruitment,applicationandreviewprocessaretheimplementationofMultipleMeasuresandEnglish1APlus.Intheverynearfuture,CabrilloCollegewillbemakingsignificantchangesinassessmentforEnglishplacement,especiallyinlightofthepassageofAB705thisfall.Startinginspringof2018,allEnglishassessmentandplacementforstudentswillbethroughmultiplemeasures.Astheonlyprogramoncampusthathasactuallybeenusingmultiplemeasuresforadmissionintoourprogram,theHTPhasdecidedtonotchangeourapplicationrequirementsandproceduresatthistime.Oncethecollegehasdecidedonthemultiplemeasurescriteria,theadvisorycommitteewillreassessourapplicationprocessandrequirements.WeexpectthattherewillbealargerpoolofstudentswhoplaceintoENGL1Aandthereforemeetonecriterionoftheprogram.Itislikelythatthecollegewilladopta

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self‐reportedGPAandnotatranscriptreview.Theleadhonorsfacultyanddirectorbelievethetranscriptandstudentapplicationessayreviewtobehighlyvaluabletothehonorsapplicationprocessandweareverylikelytomaintaintheseprocedures.Additionally,andalsoinfallof2018,theEnglishdepartmentwillbepilotingENGL1APlus(accelerationmodel).ThiswillbearegularENGL1Acoursewithrequiredsupplementalinstructioninwriting,designedforstudentswhowouldhavepreviouslybeenplacedoneclassbelowtransfer(English100).TheHTPiscautiouslyoptimisticthattheENGL1APlusmodelmayaffordunderrepresentedandunderpreparedstudentsanewpathwayintohonors.

Code of Conduct AllHTPapplicants,incomingHTPstudents,andstudentswhoarewritingSupplementalAgreementsorDesignatedHonorsCourseContractsmustsigntheHTPCodeofConductagreement.ThiswasdevelopedforusbyourDeanofStudentServicesinresponsetoacohort‐specificharassmentsituationthatoccurredin2014.Itcametoourattentionthatthenatureofthecohortwasactuallyprotectingtheperpetrator.Asaresult,inadditiontopromisingtomaintainacademicintegrity,studentpledgeto“saysomething”iftheyobserveorexperienceanykindofinappropriateattention.SeeAppendixBforacopyoftheCodeofConduct.TheStudentHandbookcanbeaccessedhere:https://www.cabrillo.edu/services/honors/documents/Honors%20Handbook%20‐%20rev%207_2017.pdfAADD

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Retention & Completion Criteria

Retention Criteria Studentsmustmaintaina3.3GPAintheirtransferablecoursesatCabrilloCollegetomaintainactivestatusintheHTP.TheHTPmakesindividualstudentgoalsandsituationsourpriority,whichiswhytheAdvisoryCommitteehasconsciouslydecidedNOTtorequirestudentstakeanhonorscourseeachsemestertoremainactiveintheprogram.TheAdvisoryacknowledgesthatone‐thirdofourHTPstudentsarefromunderrepresentedpopulations,manyfromoursouthcountyhighschoolswhoarefirst‐generationcollegestudentsandoftenfrommigrantpopulations.Theyoftenhaveresponsibilitiesoutsideofschoolwhichlimittheirabilitiestoattendfull‐timeandrequiretravellinglong‐distancestotheCollegeonpublictransportation.Studentswhodropbelowtheminimum3.3GPArequirementareusuallycontactedpersonallybytheDirectortoassessthedropinGPA,andmaybeallowedtocontinueintheprogramprovisionallyonasemester‐by‐semesterbasisonacase‐by‐casebasis.

Program Completion Criteria/Honors Scholar Designation

TheHonorsScholarDesignationisthehighestacademicawardgrantedbyCabrilloCollege.TobecomeanHonorsScholar,astudentmustfulfillallthreeofthefollowing:

CompletefiveHonorscoursesoracombinationofcoursesandcontractswithagradeof“C”orbetter.AllofthefiveHonorscourses(orcoursesattachedtoaDesignatedHonorsCourseContract)mustbetakenforagrade.

Atleast9unitsmustbefrom“H”courses(e.g.,SOC1H‐thesemayinclude

coursescompletedviaaSupplementalAgreement)

Only6unitsmaybefromthe“HonorsDesignated”courseswhichrequireaDesignatedHonorsCourseContract

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PetitionforGraduation,eitherforanAssociateDegreeoraCertificateofAchievementinGeneralEducation,andhaveacumulativetransferableGPAof3.4orhigher.

Honors Curriculum

Hybrid Curriculum Model

OurHonorsTransferProgramwasdesignedtohavea“hybrid”curriculumwiththreewaysthatCabrillostudentscanreceivehonorscredit:Honors(“H”)courses,HonorsSupplementalAgreementsfor“H”courses,andDesignatedHonorsCoursecontracts.Wehaveemployedahybridprogramtoprovidestudentswithflexibilityandoptions.Inaddition,therehavebeensemesterswhereanHonorscoursesectionwas“stacked”withanon‐Honorscoursesection,blendingbothHTPstudentsandregularCabrillostudentsintooneclassroom.Generally,thishasbeenareactiontolow‐enrollmentintheHonorscoursesection,buthasprovedpositiveforallparties,inthatnon‐HTPCabrillostudentsaregiventheoptiontowriteaSupplementalAgreementandjointheHTP.

Honors Courses

Honors Courses AtCabrilloCollege,Honors“H”coursesaresectionsopenonlytostudentswhohaveappliedandbeenadmittedtotheHTP.Registrationisblockedforotherstudents.Thesecourseshaveamaximumof30students,whichis20%smallerthanthenon‐Honorssection;however,theinstructormaychoosetoallowmorestudentsintheirsectionattheirdiscretion.Weusuallyofferfour(4)“H”versionsofcourseseachFallandSpringsemesterandrotatethecourseofferingsonatwo‐yearcycle.OurEnglish1AHcourse(HonorsCollegeComposition),likeallourEnglishcourses,hasamaximumcapacityof29students.Wewouldpreferthatthehonorssectionhavealowercap;however,thiswouldneedtobeanegotiatedFacultyContractitem.GiventhegrowthoftheprogramandtheconsistentnumbersofincomingstudentseachFall(70‐80)whorequireanEnglish1Acourse,weareapproachingtheCollegeAdministrationtorequestasecondsectionofferingofEnglish1AHeachFall(29cap+29cap=58).English1AHistrulythefoundationcourseoftheprogramandpreparesstudentstomoveforwardwithHonorsCriticalThinkingandComposition(English2H),orHonorsCompositionandLiterature(English1BH),andisatruecohort‐buildingcourse.

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TheAdvisoryCommitteetriestoofferanHonorsschedulethatallowastudenttoachievetheirgeneraleducationgoalsinatimelymanner,aswellasatleastonemulticulturaloffering*peracademicyear(agraduationrequirementfortheCollegewhichmaybedoublecountedforgeneraleducation).CourseofferingsarepostedontheHTPwebsiteatleastonesemesterinadvance,thoughwetrytoplanandpostthem1yearinadvancetoallowstudentstocompletetheireducationalplangoals.*SeebelowregardingEnglish1AMCHandEnglish2MCHMulticulturalCourseOfferingsWeemploythefollowingcriteriawhenchoosingcourseofferings:BecausetheCollegeoftenallowsHonorssectionsofcoursestoproceedwithlower‐than‐normalenrollments(i.e.15‐20students),westronglyencouragestudentstoenrollinthesecoursesvs.completingSupplementalAgreements.However,wearealsocommittedtoprovidingeveryopportunityforstudentstoachievetheiracademicandtransfergoalswhilealsoobtainingHonorsScholarDesignationstatusifpossible.1. Theclassmustbeatransferable,generaleducationclass,preferablysatisfyingboth

anIGETCandaCSUGErequirement;2. Theremustbeanoutstandingfacultymember(preferablyfull‐time)interestedin

teachingtheclass;3. Theclassmustbea“popular”choicethatwillensureahealthyenrollmentinspiteof

therestrictionthatonlyHonorsstudentsmayenrollinthesection.Forexample,coursesthatfulfillIGETCAreaA(EnglishComposition)orthat“doublecount”inmultipleareassuchastheU.S.Historyrequirementarefrequentlyoffered.

4. Theclassmustbalanceoutthegeneralofferingsforthesemesterandyear.Thatis,wetrytoensurethatthereisadiversityofclassesfromIGETCAreas1‐5offeredeveryyear.

Althoughwedonothavehonorssectionsofcoursesofferedintheevenings,wedoallowSupplementalAgreementsforregularversionsofcoursestosupportnon‐traditionalstudentstakingeveningcourses.PleaseseetheAppendixCforalistofourcourseofferingswithenrollmentssinceHTPinception.

*English1AMCHandEnglish2MCHMulticulturalCourseOfferings:ThesecourseswereofferedonarotatingbasiswithEnglish1AHandEnglish2Hformanyyears;however,theAdministrationrequestedwenotofferthemduetosignificantlow‐enrollmentsandlackofretention.Wedohavestudentswhotakethesemulticulturalofferingsasnon‐honorssectionsandwriteSupplementalAgreementstoearnhonorscredit.WewillonceagainofferENGL2MCHinSpring2019.OurU.S.ChicanoHistoryseries,History21AHandHistory21BH,arepopularcourses,andagoodintroductiontotheHTP.Weofferthesecoursesonaregularrotation,andDr.Buelna

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alsoallowsSupplementalAgreementsforhisregularversionsofthesecourses.Wehavefoundthisoption(SupplementalAgreements)inregularversionsofHistory21AHand21BHtobeasuccessfulrecruitingtoolintotheHTP.Inadditiontoourhonorscourses,CabrilloofferstheHonorsColloquiumHONRS1H/2Heachfallandspring.Thesecoursesintroducestudentstotheseminarformat,facilitatestudenttransitionintotheHonorsProgramandguidestudentsthroughtheapplicationprocessfortheregionalhonorssymposium(andotherconferences).Honors2Hfocusesonconferencepresentationsandacademicprofessionalism.Atthiswriting,weareconsideringofferingtheFallHONRS1Hasopentoallstudentsasanintroductiontotheprogramanditsbenefits.SeeAppendixEforthecompletelistofHonorsCourseofferings,bothLISTA(“H”)coursesandLISTBDesignatedHonorsCourses.

Honors Course Standards TheHonorsAdvisoryCommitteerecruitsexpert,experiencedfacultywhoenrichtheircoursesandtheprogramwiththeirownintellectualinterestsandacademicpursuits.Whilewedohavealistofbestpractices(seehonorscourseaddendumonlineandsummarizedbelow),theseserveasguidelinesratherthanrequirementssothatourfacultycandesigncoursesthatbestsuittheirtalents,theirdisciplinesandtheirstudents.Theseguidelinessimultaneouslyprovideatemplatethatoffersalevelofuniformityacrosshonorscoursesandallowforindividualfacultyadaptationofmodesofinquiry,pedagogicalapproaches,assessmentsandassignments.HonorsfacultyarestronglyencouragedtointegratethesecriteriaintotheirHonorscoursedesigns.HonorsCourseaddendum‐‐HighlightsCabrillofacultyshouldconsiderinclusionofthefollowingwhendevelopinghonorscoursecurriculumoutlinesand/orwritingSupplementalAgreementsandHonorsDesignatedCourseContractswithstudents:

● Expectationforgreaterdegreeofstudentparticipationandinvolvementwithstudentworkevaluatedwithhigherstandardsofperformanceexpectation.

● Increasedrequirementsforindependentreading,writingandcriticalthinking.

● Greaterdepthand/orbreadthofsubjectmatterpresentedandincreaseduseof

primarysources(whenappropriate)

● Moreopportunitiestopursuetopics/projectsofindividualinterest,includingopportunitiesforresearch,conferencesandpublication

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● Additionalclassactivities,suchasfieldtrips,guestspeakers,andopportunitiesto

attendrelatedculturalandsocialevents.Theleadfacultyworkswithnewhonorsfacultytoreviewtheseguidelinesandtosupporttheircoursedesigns.Theinformalpolicyisthatthesecoursesarenotmeanttobemade“harder”butrathermoreengaging,morecomplexandricherincontentthananon‐honorssection.WealsohaveastrongrelationshipwiththeBayAreaHonorsConsortiumandourfacultyandcounselorshavebeenattendingtheBHCFacultyRoundtableheldatMillsCollegesinceourprogrambegan.Inparticular,themostrecentRoundtableprovidedourfacultywithanextensiveartifactsdatabaseofbestpractices.Inthisway,evenfacultywhowereunabletoattendtheRoundtablecouldmakeuseoftheseresources.Ouradvisorymeetingsalsooffernewfacultyasupportiveenvironmentbothforcoursecreationandcurrentteachingsituations.SeecoursesyllabiandcourseoutlinesofrecordseparatelyuploadedtotheUCLA“box”.

Supplemental Agreements

SupplementalAgreementsmayberequestedforregular,non‐Honorssectionsofcoursesthatarealsoofferedas“H”courses.TheseAgreements(formerlycalled“Honorscontracts”)giveprogrammemberswhocannotfitHonorscoursesintotheirscheduletheopportunityforacademicworkintheHTP.SupplementalAgreementsrequirethatone‐on‐oneworkwiththeprofessorsonaproject,paperand/orpresentationthatcomplementsandintensifiestherigorofthecourse.ThisisagreatopportunityforstudentstopursuetheirowninterestsandreceiveHonorstranscriptcreditatthesametime.ProposednewHonorscourseswithaSupplementalAgreement:Dance10‐DanceAppreciation,alsomeetsaMulticulturalStudiesrequirementPhilosophy19‐EthicsBowl

Designated Honors Course Contracts

DesignatedHonorsCoursesareclasseswhichareintensivebynature,butdonothavean“H”Honorsversion.StudentsmustcompleteaDesignatedHonorsCourseContractinordertobeabletousethesecoursestowardthe15‐unitrequirementforHonorsScholarandUCLATAPCertification.TheyarenotnotedasHonorscoursesontranscriptsandstudents

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mayonlyuse6units,maximum,fromthesecoursestowardtheirHonorsScholarand/orUCLATAPCertification.TheDirectorhousestheoriginalcontractsintheHTPoffice.Students’abilitytousethismethodofearninghonorscreditisparticularlyhelpfulforourSTEMmajors,sincethecollegecannotjustifyofferinghonors‐only“H”sectionsofBiology,Chemistry,MathandPhysicscourses.Thesecoursesusedtoprovide“AutomaticHonorsCredit”forstudents‐however,thiswaspriorto2012,whenitwasmadeclearattheUCLATAPMeetingthat“AutomaticHonorsCourses”werenolongerallowed.TheDesignatedHonorsCourses(LISTB)are:◊ Biology9Aand9B◊ Chemistry1B,12A/ALand12B/BL◊ English30A,30B,34,46A,and46B◊ History2A,2Band19B◊ Math6and7◊ Physics4Band4C◊ Psychology4◊ Spanish25and26

StudentsmayrequesttowriteaDesignatedHonorsCourseContractwiththeirinstructor.Itisthedecisionoftheinstructorwhethertheyarewillingtowriteacontractwiththestudent.ForbothSupplementalAgreementsandDesignatedHonorsCoursecontracts,approvalmustbegivenbytheDirectorandtheprojectmustmeetthefollowingcriteria:1. TheHonorscontractshouldtakeapproximately25hoursforthestudenttocomplete.2. TheHonorscontractshouldrelatetoandsupplementtheregularcoursecontent,

developingclasstopicsinamoresophisticated,in‐depthorspecializedway.3. TheHonorsstudentshouldhaveregularcontactwiththeprofessorforguidance.

Thereshouldbeatleastsixcontacts;aboutoneeverythreeweeks.4. Thereshouldbeclearoutcomesfortheproject,whichmayincludeoneormoreofthe

following:

◊ 15‐20‐pageresearchpaper◊ Demonstrationofanadvancedskill◊ Creativeproject,suchasamusicalperformanceorartwork◊ Classpresentation◊ Service/Community‐basedlearningproject

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SeesamplesofSupplementalAgreementsandDesignatedHonorsCoursecontractsinAppendixD.

Enrollment Analysis – Hybrid Curriculum TheHonorsAdvisoryCommitteecarefullytracksthebalanceofstudents’choiceswithourhybridcurriculum.AsindicatedinAppendixEthemajorityofstudentstakeHonorscourseswithasmallerpercentagecompletingHonorscontracts.TherehasbeenalargeincreaseinstudentstakingcoursesusingSupplementalAgreementsandDesignatedHonorsCourseContractsThenumberofmathandsciencestudentsparticipatinginHonorshasincreaseddramaticallyoverthelastfiveyearsandreflectsacampus‐widetrend.TotalSupplementalAgreementsand*DesignatedHonorsCourseContractsbyyear,dividedby“H”(SupplementalAgreements)andNon“H”(DesignatedHonorsCoursecontracts)

*StudentsMUSTwriteaDesignatedHonorsCourseContracttoreceivehonorscreditforNon“H”Courses.Nostand‐alonehonorssectionsofNon“H”coursesareofferedatthecollege.

0

10

20

30

40

50

60

70

13‐14 14‐15 15‐16 16‐17

Non "H"

"H"

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Honors Research Symposium

TheBayAreaHonorsConsortiumhasbeensponsoringtheBHCResearchSymposiumfortenyears.ThisisanopportunityforhonorsstudentsacrossthestatetopresenttheirresearchinahighlyselectivesymposiumthatalternatesbetweentheStanfordandUCBerkeleycampuses.TheCabrilloHTPappreciatestheworkoftheBHCasthesymposiuminspiresourstudentstostriveforthehighestqualityofresearch.Inaword,thesymposiumaffordsourstudentsentry,inmanycasesforthefirsttime,intotrueacademicwork.Itallowsthemtoseethemselvesastruescholars.Fortheinstructorswhowatchthempresent,itisapowerfulaffirmationoftheteachinglifeStartingwithoneCabrillostudentpresentingin2010,ourstudents’engagementwiththesymposiumhascontinuedtoincrease.Eachyearapproximatelytenstudentssubmitproposals,with60‐70%beingaccepted.Simplysubmittingaproposalisameasureofsuccessforourstudents;gettingacceptedandpresentingoffersrealrecognitionofthecaliberoftheiracademicwork.Andduetothehardworkofourhonorsfacultyandthesuccessofourhonorscolloquiumcourse,ourstudentsoverwhelminglyperformwell..Infact,CabrilloCollegeistheonlycollegetohavehadtwostudentswinthetopawardatthesymposium,theHesletScholarAward.

Honors Student Services

Honors Counseling

ThreeorfourCounselorsactasdesignatedHonorsCounselors.Thesearefull‐time,tenuredfaculty,whoarekeptinformedofissuesrelativetoHTPstudents,suchasUCLATAP,andworkwithHonorsStudentstodevelopeducationplans,choosemajorsandselectpotentialtransferschools.SeealsopagethesectiononHonorsCounselors–pages12‐13

Recruitment & In-reach of Current Cabrillo Students

TheHonorsDirectorandLeadHonorsFacultyworkcloselytogetherintheresponsibilityforrecruitingnewstudentsandutilizeavarietyofmethods:

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◊ TheDirector,LeadHonorsFaculty,andteamsofHonorsstudentstableateventssuchasWelcomeWeek,StudentServicesShowcaseandCollegeandCareerNight

◊ Honorsstudentsareencouragedtorecruittheirmotivatedfriends,siblingsandevenparents(wehavehadmanyparent‐childpairingsintheHonorsProgram)

◊ AdvertisementsareoftenplacedinthesemesterScheduleofClassesandthelocalnewspaper

◊ TheHonorsDirectorand/orLeadHonorsFacultymaketargetedrecruitmentpresentationsinspecialcohortprogramssuchasPuente,aprogramthatfocusesonHispanicculture,andtheAlphaGammaSigmaHonorsSociety

◊ OurEquityDirectorhasreachedouttotheHTPtoexplorewayswecanbetterserveourDreamersandgetthemconnectedtotheHTP.

◊ EnglishfacultyinourEnglish100WritingFundamentalscoursearecontactedduringtheSpringandFallsemestersandrequestedtoreferstudentstotheprogram

◊ EnglishfacultyteachingintheBasicSkillscohorts(ACE,STARSandPUENTE)arecontactedduringtheSpringandFallsemestersandrequestedtoreferstudentstotheprogram

◊ Avideointroductiontotheprogramwascreatedin2016byanHTPfilmstudent(nowatUSCFilmSchool)andispostedontheHTPwebsite

◊ HTPbannersoncampus◊ In‐reachtocurrentstudentsviacollaborationwiththeTransferCenter◊ Allhonorsinstructorsandcounselorsactas“scouts,”referringappropriatestudents

totheprogram.AsamplerecruitmentletterisattachedtotheFacultyResourcespageoftheHTPwebsite

High School Outreach Ourprogramshighschooloutreacheffortsarerobust.

◊ Eachofourlocalareahighschools(10)arepersonallyvisitedbytheDirectorand/ortheLeadHonorsFacultytopresenttheprogramandanswerthequestionsofgraduatinghighschoolseniorseachWinter/Spring

◊ TheDirectorattendsregularmeetingsoftheHighSchoolArticulationCouncil,administeredbytheCounselingandEducationalSupportServicesDean,whichlocalareahighschoolcounselorsandadministersattendmonthly.TheDirectorgivesregularinformationalupdatesatthismeetingabouttheHTPtoincluderequirements,deadlines,eventsandstatistics.

◊ AreahighschoolstudentsandtheirparentsattendCabrillo’sannualCollegeandCareerNightinlateOctober,andtheDirectorandLeadHonorsFacultytabletopresentonandanswerquestionsabouttheHTPrequirementsandbenefits,includingUCLATAP.

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◊ AreahighschoolshaveParentNightstoinformaboutcollegeoptions,andtheDirectorand/ortheLeadHonorsFacultyattendmanyeachyeartopromotetheHTP.Wehaveapower‐pointpresentationwhichhighlightsthebenefitsoftheprogramincludingUCLATAP.

◊ HTPhasbrochureswhicharedistributedtoareahighschoolsaswellaspostersforHighSchools,CollegesandCareerCenters.

◊ HTPrecentlyproducedapromotionalvideo,filmedbyaformerHTPstudentnowattendingUSCFilmSchool,whichispostedonourwebsite.

◊ FormerHTPstudentsoftenattendourOutreachpresentationstoprovidetheirperspectiveandexperienceintheprogram,andhowithelpedthemupontransfer.

OurabilitytopresentourUCLATAPcertifiedtransferstatisticsconsistentlyreceivesa“jaw‐dropping”response.Sixty‐fivetoninety‐onepercentadmissionrates,dependingupontheyear.Thatsuccessspeaksforitself.Unfortunately,the“stigma”ofthecommunitycollegeasa“softoption”forhigh‐achievingstudentsstillexists,andwefightthebattleeveryyearinprovidingthenecessaryinformationtohighschoolstudentsandtheirparentsofthebenefitsoftransfer.Weacceptthechallengeandpursuesuccess“onefamilyatatime.”Beginningin2012,theHTPbegancollaboratingwiththeMAIAFoundation(MigrationandAdaptationintheAmericas‐https://www.maia‐foundation.org/history)torecruitstudentsfromourSouthCountymigrantfamiliesintotheHTP.TheMAIAFoundationdirectorsrealizedthatthispopulationofstudentsasfirst‐generationcollegestudents,haduniquebarrierstosuccessattheuniversitylevel.Often,theywereacceptedatthecountry’stopuniversities;however,familyandotherchallengesfoundthemcominghomemid‐semesterormid‐year.TheMAIAFoundationprovidesscholarshipsfor1‐2outstandingstudentswhoareacceptedintotheHTPtopaytheirtuitionatCabrillofortwoyears.TheDirectorand/orLeadHonorsFacultypresenttoSouthCountyfamiliesandstudentsatanannualNochedePadresandfollowupatthehighschoolswiththehighschoolcounselorsandthestudents.AtthisNochedePadresevent,thepresentationismadeinSpanishincludingthePowerPointpresentation.WealsovisitCeibaAcademy,acollege‐prepcharterschoolinWatsonvilletorecruitstudentsintotheprogram.Thesestudentsareprimarilyunder‐represented,firstgenerationstudentswhohavesucceededinthisacademicrigorousenvironment.However,wedofindthatmanyoftheHTPapplicationsfromCeiba(andSouthCountyschoolsingeneral)areEnglishasasecond‐languagelearnerswhodonotassessdirectlyintotherequiredCollegeComposition(English1A/1AH)course.WereferthesestudentstoPuenteoroneofourotherBasicSkillsCohortsandfollowupwithinvitationstojointheHTPwhentheyareready.OurassessmentshifttoMultipleMeasureswillalsoaddressthissituation.Cabrillohastwoindependenthighschoolsonourcampus,OasisIndependentStudyandDeltaHighSchool.StudentsinhighschooltakeCabrillocoursestoearntheirhighschoolcredits,andwehaveseveralofthesehighschoolstudentswhoareconcurrentlyenrolledandareactiveintheHTP.Thisisagreatopportunityforthesenon‐traditionalstudents

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andtheydoverywellintheprogram.However,wearefacedwiththechallengethatourhonorsprogramistheHonorsTransferProgram‐andwedonot(purposely)allowhighschoolstudentstotakehonorscoursesiftheyareplanningtogodirectlytotheuniversityasfreshman.

Campus Collaborations EnsuringthattheHTPisdiverseandaccessibleisofprimaryimportancetoCabrilloCollege.CollaborationswithPuente,andMESAarepartofoureffortstopurposefullyreachouttohistoricallyunderrepresentedgroups.WedonotrequireHTPstudentstoenrollinanhonorscourseeachsemesterbecausewerealizethisisoftenunfeasibleforreturningstudentswithfull‐timejobsorfamilyobligations.TheHTPhasastrongrelationshipwithourEnglishDepartment,whosefacultyreferstudentstotheprogramfromtheEnglish100WritingFundamentalscourseonaregularbasis.WehavealsoestablishedcollaborationwithourPuenteProgram.GraduatinghighschoolseniorswhodonotmeettheminimumqualificationofeligibilityforEnglish1A/1AHarereferredtoourPuenteProgram.Then,intheirsecondsemester,theyareencouragedtowriteaSupplementalAgreementinEnglish1AMCtoearnhonorscreditandadmittedtotheprogramduringthespringsemester.Thishasbeenaverypositiveexperienceforthesestudents,aswellassourceofinformationabouttheprogramforotherPuentestudents.TherehasbeenasteadyincreaseofstudentsintheprogramwhoarealsoaccessingresourcesviaASC(AccessibilitySupportCenter).Inordertobeproactiveinoursupportofthesestudents,ourfall2017incomingHonorsStudentOrientationincludedatourofTheHub,tutorialscenterandanintroductiontoASCservices.TheCoordinatorforourfosteryouthprogram,calledGuardianScholars,activelyrecruitsandreferstotheHTPstudentsshefeelswouldbenefitfromandbesuccessfulintheprogram.OneofourDesignatedHonorsCounselors,JayJackson,hasbegunworkingwithourVeteransprogram,andwillbereferringinterestedandappropriatestudents.ThecounselorswhoworkwithMESAstudentsarealsoalwaysonthelookoutandreferringstudentstotheHTP.Wewouldliketodevelopdeeperrelationshipswithothercampusdepartmentsandprogramssuchas:

◊ NAS‐NaturalandAppliedSciencesDivision‐STEMstudents ◊ OasisIndependentStudyHighSchool‐housedonCabrillo’scampus

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◊ DeltaIndependentHighSchool‐housedonCabrillo’scampus◊ InternshipprogramatCabrillo ◊ AcademyforCollegeExcellence(ACE) ◊ TheOfficeofEquity‐inprogress!◊ Tutorials◊ EOPS

Honors Demographics AnanalysisofourdemographictrendsshowsasteadyincreaseinunderrepresentedstudentsparticipatingintheHTP‐36%forthe16‐17academicyear.ThisrepresentsapercentagethatishigherthantheoverallCollegeunderrepresentedpopulation.Webelievethisisaresultofthecombinationofincreasedin‐reachtoPuenteandourBasicSkillsCohortsandcontinuedoutreacheffortstoourSouthCountyschools,includingCeibaAcademy.SeeAppendicesformoredemographicinformation.

◊ 35%ofcurrentHTPstudentsidentifythemselvesasHispanic.Thiscompareswellwiththe39%ofthegeneralCabrillostudentbody,whoidentifythisway*

◊ Womenconstitute59%ofHonorsstudents,butonly53%oftheregularstudentbody* ◊ YoungerstudentsaremorelikelytojoinHonors.Forexample,89.9%ofHonors

studentsareages24oryounger,ascomparedwithonly50%ofthegeneralstudentbody.

◊ Onaverage,2.5%ofHonorsstudentsidentifiedasAfricanAmerican,comparedto1.2%ofCabrillo’sgeneralstudentbody*

*perCabrilloFactBook,Spring,2016

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Program Growth Asillustratedbythechartbelow,theHTPcontinuestosteadilygrow.Weseemtohaveestablishedabalancebetweenstudentswhoareinterestedintheprogramandourabilitytoofferhonorscoursesneededbyourstudents.

Data through mid-Fall, 2017

Student Development

The Honors Club

AmajorfocusofourprogramdevelopmenteffortsduringthelastfiveyearshasinvolvednurturinganextracurricularaspectoftheHonorsTransferProgramthroughthecreationoftheHonorsTransferClub.Theclubwasofficiallycharteredduringthe16‐17academicyear;however,mostoftheofficersgraduatedandtransferred!Thisisalwaysachallengeandweourleadfacultywillcontinuetorecruitnewleadershipandbethefacultyadvisorforthisclub.In2016,theclub’scharterlistedfourmainfunctions:1. FacilitatecommunityserviceopportunitiesforHonorsstudents;2. OrganizeintellectuallyandculturallyenrichingeventsfortheCabrillocampus;

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3. HostsocialeventsforHonorsstudentsandtheirfriendsandfamilies;and4. RaisemoneytohelpfundHonorseventssuchastraveltotheTAPConference.

Program and Student Events Theprogramplanseventseachyeartoinclude:FilmNights‐thesehavebeen“attendancechallenged”sinceCabrilloisacommuterschoolhugelyimpactedbyafternoonandeveningtrafficonHighway1.Neverthelesswepersist!OurrecentcollaborationforfilmeventswithAlphaGammaSigmaandwiththeArtHistorydepartmenthavebeenmoresuccessfulbecauseofabroaderoutreachpopulation.In2017,weplantoworkwiththeCabrilloFilmClub,whichhasmanyhonorsstudentsinitasawaytopromoteourfilmnights.CabrilloReads!‐TheHTPhascollaboratedwiththeLibraryinthepasttosponsoryear‐long,college‐widereadingofseveralbooks,includingInvisibleMan,TheLoneRangerandTontoFistfightinHeaven,BeingWrong,andcurrentlyFrankenstein,celebratingthe200thanniversaryofitspublication.ThisyearsomestudentsattendedanacademiccolloquiumonFrankensteinatStanfordUniversity,andareplanningseveralCabrillo‐focusedevents.FieldTrips‐Differenthonorsinstructorsincorporateactivitiesoutsideoftheclassroomintotheircurriculum.Someexamplesinclude:

● VisitstotheCantorMuseumatStanfordUniversityandthePalaceofFineArtsinSanFranciscoforHIST4ABH,HonorsWesternCivilization

● WhalewatchingontheMontereyBayorhikingandwritingintheForestofNiseneMarksforthebiology‐focusedEnglish1AH

● AsummergrouptriptotheGettyMuseumsinLosAngelesIfweareabletosecureandsustainfunding,wewouldliketoplanaSummerStudentRetreatandothertravelandresearchopportunities,aswellasaCabrilloHonorsFacultyWorkshop.

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Fall,2017incomingHTPstudentsattheSesnonHouseoncampus

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Appendices

A. CodeofConduct

B. HistoricalCourseOfferingsandEnrollments

C. CompletelistofHonorscourses

D. SupplementalAgreementGuidelinesandFormsE. EnrollmentAnalysis

F. HTPDataCharts

G. Spring,2017HTPstudentsurveyresults

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AppendixA

Honors Transfer Program Academic Integrity and Code of Conduct Agreement

As a student at Cabrillo College, I understand that I am joining a community of scholars who are

committed to excellence in the learning process. The honors program assumes that all students will

pursue their studies with integrity and honesty; moreover, incidents of academic dishonesty are not

tolerated. Evidence of academic dishonesty will result in dismissal from the program. Students involved

in disciplinary action may also be dismissed from the program at the discretion of the Director and Lead

Faculty.

I understand that in joining the Honors Transfer Program I am participating in a cohort which will provide

opportunities for small group interaction in and out of class. Respect for others students’ and my own

privacy and safety is paramount. This includes respect for the appropriate sharing and use of personal

contact information to fulfill the academic requirements of the program and not for unwelcome social

interaction. I hereby acknowledge that any action on my part which jeopardizes another students’

privacy or safety will result in a formal report to the college’s Dean of Student Services and subsequent

action will result in my removal from the Honors Transfer Program. Likewise, I understand that should I

feel at any time that my privacy or safety, or that of my classmates, is in jeopardy, I can and will

immediately report to my instructor, counselor, the lead Honors Faculty or Honors Director.

I have read, understand and agree to the above.

Signed: Dated: ____________________

_____________________________________________

Please Print your name below:

____________________________________________

Semester entering the program: __________________

10‐26‐17

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AppendixB

HistoricalCourseOfferingswithEnrollmentsCourse Number Units Course Title Semester Enrollment

ANTHR 1H 3 Honors Intro to Anthropology: Biological FA 17 22

ANTHR 1H 3 Honors Intro to Anthropology: Biological FA15 35


ANTHR 1H 3 Honors Intro to Anthropology: Biological FA11 28 (WL ‐ 5)


ANTHR 2H 3 Honors Intro to Anthropology: Cultural SP17 27

ANTHR 2H 3 Honors Intro to Anthropology: Cultural FA14 33

ANTHR 2H 3 Honors Intro to Anthropology: Cultural FA12 37

AH 11H 3 Honors Ancient Art SP17 29




AH 13H 3 Honors Renaissance to Mid‐19th Century SP16 18

CG 51 1 Introduction to College FA17 24


CG 51 0.5 Introduction to College ‐ Section #90339 FA15 34


CG 51 0.5 Introduction to College FA13 39

COMM 1H 3 Honors Public Speaking FA16 30

COMM 1H 3 Honors Public Speaking SP15 23




ENGL 1AH 3 Honors College Composition FA17 29



ENGL 1AH 3 Honors College Composition FA14** 27

ENGL 1AH 3 Honors College Composition FA13 27 (no WL)

ENGL 1AH 3 Honors College Composition FA11 29 (WL ‐ 5)



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ENGL 1AMCH 3 Honors College Composition: Multicultural Emphasis FA12 23

ENGL 2H 3 Honors Composition and Critical Thinking SP17 28







ENGL 2MCH 3 Honors Compostion and Critical Thinking: Multicultural Emphasis SP15 17

ENGL 2MCH 3 Honors Compostion and Critical Thinking: Multicultural Emphasis SP09 24

HIST 17AH 3 Honors U.S. History to 1865 FA17 23

HIST 17AH 3 Honors U.S. History to 1865 SP15 12 + 23 shadow

section

HIST 17AH 3 Honors U.S. History to 1865 SP09 12

HIST 17BH 3 Honors U.S. History since 1865 SP13 24

HIST 17BH 3 Honors U.S. History since 1865 FA10 23

HIST 4AH 3 Honors Survey of Western Civilization to 1648 FA16 24





HIST 4BH 3 Honors Survey of Western Civilization ‐ 1648 to Late 20thh Century SP16 20

HIST 4BH 3 Honors Survey of Western Civilization ‐ 1648 to Late 20thh Century SP14* 21*



HIST 4BH 3 Honors Survey of Western Civilization ‐ 1648 to Late 20th Century SP09 22

HIST 14H 3 Honors Women in America FA14** 14 + shadow sect 24

HIST 21AH 3 Honors Chicano History to 1865 FA15 26

HIST 21AH 3 Honors Chicano History to 1865 FA11 21

HIST 21BH 3 Honors Chicano History since 1865 SP17 16

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HIST 21BH 3 Honors Chicano History since 1865 FA13 11 + shadow sect 24

HONORS 1H 0.5 Honors Colloquium FA17 10

HONORS 1H/2H 0.5 Honors Colloquium SP17 8

HONORS 1H 0.5 Honors Colloquium FA16 5

HONORS 1H 0.5 Honors Colloquium SP16 12

HONORS 1H 0.5 Honors Colloquium FA15 Cancelled



Library 10H 1 Honors Information Research (required co‐requisite to ENGL 1AH) FA17 29




MATH 12H 5 Honors Elementary Statistics SP11 14

PHILO 10H 3 Honors Ethics (with shadow section) FA16 35 + 35 shadow

PHILO 10H 3 Honors Ethics FA14 21




PHILO 39EB 1 Ethics Bowl ‐ recommended with PHILO 10H FA16 14

PS 1H 3 Honors Introduction t Government FA17 33

PS 1H 3 Honors Introduction t Government SP14 cancelled ‐ 3 contracts

PS 1H 3 Honors Introduction t Government SP12 18

PS 1H 3 Honors Introduction t Government SP11 22

PS 1H 3 Honors Introduction t Government FA08 19

PSYCH 1H 3 Honors General Psychology SP16 26

PSYCH 1H 3 Honors General Psychology SP13 15

SOC 1H 3 Honors Introduction to Sociology: Understanding Society FA15 35 + 17 shadow sect

SOC 1H 3 Honors Introduction to Sociology: Understanding Society SP10 18

SOC 2H 3 Honors Contemporary Social Problems SP14* 24*

SOC 2H 3 Honors Contemporary Social Problems SP12 29

*Courses SOC 2H and HIST 4BH were incorrectly listed at the same time and date on the student course offerings handout.

**ENGL 1AH and HIST 14H originally tied together with LIBR 10H for incoming students. Split apart in late May with

shadow section for HIST 14H (F14 semester).

40

AppendixC

Cabrillo College Honors Courses (LIST A) and

Courses available for Honors credit with a Supplemental Agreement

LIST A ‐ Courses offered on a rotating basis as unique Honors versions – (minimum 9 units

required from LIST A to achieve Honors Scholar status)

Course Number Units Course Title

ANTHR 1H 3 Honors Intro to Anthropology: Biological

ANTHR 2H 3 Honors Intro to Anthropology: Cultural

ART HIST 11H 3 Honors Ancient Art N/A for Supplemental Agreements

ART HIST 13H 3 Honors Renaissance to Mid‐19th Century N/A for Supplemental

Agreements

COMM 1H 3 Honors Public Speaking

ENGL 1AH 3 Honors College Composition Fall semester only

ENGL 1BH 3 Honors Composition & Literature

ENGL 1AMCH 3 Honors College Composition MC

ENGL 2H 3 Honors Comp & Critical Think

ENGL 2MCH 3 Honors Comp & Critical Think MC

HIST 14H 3 Honors Women in America

HIST 17AH 3 Honors U.S. History to 1865

HIST 17BH 3 Honors U.S. History since 1865

HIST 4AH 3 Honors Western Civilization to 1648

HIST 4BH 3 Honors Western Civilization 1648 to Late 20th Century

HIST 21AH 3 Honors Chicano History to 1865

HIST 21BH 3 Honors Chicano History since 1865

MATH 12H 5 Honors Elementary Statistics

PHILO 10H 3 Honors Ethics

PS 1H 3 Honors Intro to Government

PSYCH 1H 3 Honors General Psychology

SOC1H 3 Honors Intro to Sociology

SOC 2H 3 Honors Contemporary Social Problems

41

NOTE: LIBR 10H, HONRS 1H , HONRS 2H and CG 51 for Honors are NOT are not counted toward the

15 units required for Honors Scholar or for UCLA TAP or Completion of the Honors Program.

LIST B – Designated Honors Courses which require a Contract to receive Honors credit:

(maximum of six (6) units from these courses may be applied to Honors Scholar, “Completion of the

Program” or for UCLA TAP Certification): No “H/Honors notation” will appear on the student

transcript for the courses listed below.

BIO 9A 5 Molecular, Cellular, and Animal Biology

BIO 9B 5 Ecology, Evolution, and Plant Biology

CHEM 1B 5 General Chemistry II

CHEM 12A/AL 5 Organic Chemistry w/Lab

CHEM 12B/ BL 5 Organic Chemistry w/Lab

ENGL 30A 3 American Literature

ENGL 30B 3 American Literature

ENGL 34 3 Shakespeare

ENGL 46A 3 Major British Writers Fall semester only

ENGL 46B 3 Major British Writers Spring semester only

HIST 2A 3 World History to 1500

HIST 2B 3 World History: 1500 to Present

HIST 19B 3 Introduction to Chinese History

MATH 6 3 Intro to Linear Algebra

MATH 7 3 Intro to Differential Equations

PHILO 19 1 Ethics Bowl Fall semester only

PHYS 4B 5 Physics for Scientists & Engineers

PHYS 4C 5 Physics for Scientists & Engineers

PSYCH 4 3 Introduction to Biological Psychology

SPAN 25 3 Spanish Through Literature‐Spain

SPAN 26 3 Spanish Through Literature‐Latin America

42

43

AppendixD

SupplementalAgreementGuidelinesandForms

SUPPLEMENTAL AGREEMENT GUIDELINES

Supplemental Agreements (formerly Honors Study Contracts) may be requested from faculty under the following conditions:

The course does have an Honors Version in the college catalog– see LIST A.

The faculty has taught an Honors Version of the course, or written a Supplemental Agreement with student(s) prior. If an agreement is proposed with a faculty who has never taught an Honors Version, approval will be considered on a case-by-case basis by the Honors Director and Honors Lead Faculty.

Supplemental Agreements differ from Designated Honors Course Contracts, which are only for Designated Honors courses that are not taught as honors versions. For the Supplemental Agreement, the student and the instructor in whose class the student is enrolled complete a Supplemental Agreement which details honors work that must be completed in order for the course to earn credit. Students should expect to receive additional guidance from the instructor. The Supplemental Agreement is a voluntary program for both the student and the faculty member, but once the commitment is made, it is expected that both parties will complete it by the end of the semester in which it is begun.

Examples of what the Supplemental Agreement might entail: 1. A written product, appropriate to the discipline, with multiple revisions guided by the instructor of the course. It could substitute for one of the regular course assignments and should reflect a higher level of understanding of the material and extra effort on the part of the student. The final draft should be of outstanding quality.

or 2. Additional readings of a different type and/or higher technical level from that required for the course. The student should demonstrate an understanding of these readings through a class presentation, an oral examination by the instructor, or a formal paper.

or 3. Individual research appropriate to the discipline. This may involve more laboratory and/or library work than that required of other students in the course. At the end of the semester the research findings should be presented as a paper of superior quality or as a presentation to the class or at a recognized conference.

or 4. For courses in the creative or performing arts, class presentations and/or prepared portfolios may be presented, and should be judged by appropriate professional standards.

or 5. Any mutually acceptable project which examines the course material in broader and deeper perspectives than is expected of other students.

44

Supplemental Agreement General Guidelines: 1. Honors work implies a deeper understanding of the material. A student must therefore receive at least a grade of “C” in the regular course work to earn satisfactory completion of the agreed-upon work. However, honors credit should not be awarded simply for superior performance on the regular course assignments. 2. To add the Honors component to the course, the student may be asked to complete additional work, but the student is not receiving additional credit hours for this work. Therefore, qualitative differences, such as alternate testing, substituting experiential learning assignments for incremental testing assignments, doing independent research on an appropriate topic, are preferable to a quantitative requirement, such as writing an additional paper. 3. The Supplemental Agreement is between the honors student and the instructor and should be completed by them. A copy of the Supplemental Agreement should be given to the Honors Program no later than the end of the fourth week of the semester. Administrative Procedures: The student's transcript will show credit only for regular coursework unless the Supplemental Agreement has been successfully completed. The steps for completing the Supplemental Agreement are as follows:

A copy of the Supplemental Agreement should be given to the Honors Program no later than the end of the fourth week of the semester.

1. After the Supplemental Agreement form has been completed (to include details as to the assignments and

work the student will complete), signed, and returned to the Honors Program, both the instructor and student will receive a copy of the agreement.

2. At the end of the semester, the instructor will complete and return the Completion Form to the Honors

Program.

3. The course grade should not be affected in any way by the successful or unsuccessful completion of the agreement

4. Copies of the Supplemental Agreement forms will be kept in the Honors Program office and used as

appropriate when the student is eligible for Honors Program completion, UCLA TAP certification, and for compilation of the units for Honors Scholar Designation.

5. If an “incomplete” is given in a course for which a Supplemental Agreement has been written, the “project

or paper” must be completed by the end of the subsequent semester for the honors credit to be awarded.

Note: there is no enforced limit on the number of LIST A course a student may pursue with a Supplemental Agreement; however, cohort building is a primary goal of the Honors Transfer Program, and students are/will be encouraged to enroll in our semester offerings of Honors courses whenever possible.

List A courses which are available for Honors Credit with a Supplemental Agreement (upon successful completion, student’s transcript will be altered to add “H” and “Honors” to the course title.)

45

ANTHR 1 Intro to Anthro: Biological

ANTHR 2 Intro to Anthro: Cultural

ART HIST 11 Ancient Art Not allowable

ART HIST 13 Renaissance Art Not allowable

COMM 1 Public Speaking

ENGL 1A/1AMC College Composition/Multicultural

ENGL 1B/1BMC Comp. and Literature/Multicultural

ENGL 2/2MC Comp & Critical Think/Multicultural

HIST 14 Women’s History

HIST 17A U.S. History to 1865

HIST 17B U.S. History since 1865

HIST 4A Survey of Western Civil. to 1648

HIST 4B Survey of Western Civil. 1648 to

Late 20th Century

HIST 21A Chicano History to 1865

HIST 21B Chicano History since 1865

MATH 12 Elementary Statistics

PHILO 10 Ethics

PS 1 Intro to Government

PSYCH 1 General Psychology

SOC 1 Intro to Sociology

SOC 2 Contemporary Social Problems

46

Cabrillo College Honors Transfer Program SUPPLEMENTAL AGREEMENT

Semester: Student’s Name: Student ID#: E-mail address: Telephone number: Course From LIST A which this Supplemental Agreement will augment:

Instructor:

Section:

Supplemental Agreement project description and requirements (e.g., research paper, laboratory work, readings and demonstrations, portfolio, etc.) beyond standard course requirements: THIS MUST BE FILLED IN WITH ALL DETAILS!

To be filled out by the Student: 1. Number of units completed to date:

2. Final semester at Cabrillo will be:

3. Honors courses completed to date (list):

Student: I have read the Guidelines for Supplemental Agreements and I agree to the terms of this agreement. Student signature: Date: Print name: Professor: I have read the Guidelines for Supplemental Agreements, and I agree to direct this agreement with the student during semester, 20 . Professor’s signature Date: Print name: Honors Program: Honors Program approval: Date: Student submits signed agreements to the Articulation and Honors Program Office, Room 101, by the end of the 4th week of the semester covered by the contract. Both instructor and student receive a copy of the agreement.

Thanks to Katharine E. Harer of Skyline College for the template for this contract. REV. 8-29-17

47

AppendixDcontinued

Designated Honors Course Contract Guidelines and Form

DESIGNATED HONORS COURSE CONTRACT GUIDELINES

To receive honors credit for a Designated Honors Course, students may request to write a contract with faculty under the following conditions:

The course is one of the Designated Honors Courses – see LIST B below.

The faculty has written a Designated Honors Course Contract for the course prior or has substantial experience teaching the course/subject matter.

A Designated Honors Course contract allows honors students to receive honors credit for a maximum of 6 units for Designated Honors Course (without an H). This set of courses are recommended by the faculty and approved by the Honors Advisory. The contracts are intended for use by students seeking to complete the requirements for Honors Scholar designation and UCLA TAP Certification. The student and the instructor in whose class the student is enrolled complete Designated Honors Course Contract which details honors work that must be completed in order for the course to earn honors credit. Students should expect to receive additional guidance from the instructor. The Designated Honors Course Contract is a voluntary program for both the student and the faculty member, but once the commitment is made, it is expected that both parties will complete it by the end of the semester in which it is begun. Examples of what the Designated Honors Course Contract might entail: 1. A written product, appropriate to the discipline, with multiple revisions guided by the instructor of the course. It could substitute for one of the regular course assignments and should reflect a higher level of understanding of the material and extra effort on the part of the student. The final draft should be of outstanding quality.

or 2. Additional readings of a different type and/or higher technical level from that required for the course. The student should demonstrate an understanding of these readings through a class presentation, an oral examination by the instructor, or a formal paper.

or 3. Individual research appropriate to the discipline. This may involve more laboratory and/or library work than that required of other students in the course. At the end of the semester the research findings should be presented as a paper of superior quality or as a presentation to the class or at a recognized conference.

or 4. For courses in the creative or performing arts, class presentations and/or prepared portfolios may be presented, and should be judged by appropriate professional standards.

or 4. Any mutually acceptable project which examines the course material in broader and deeper perspectives

than is expected of other students.

48

Designated Honors Course Contract General Guidelines:

1. Honors work implies a deeper understanding of the material. A student must therefore receive at least a grade of “C” in the regular course work to earn satisfactory completion of the contracted work. However, honors credit should not be awarded simply for superior performance on the regular course assignments.

2. To add the Honors component to the course, the student may be asked to complete additional work, but

the student is not receiving additional credit hours for this work. Therefore, qualitative differences, such as alternate testing, substituting experiential learning assignments for incremental testing assignments, doing independent research on an appropriate topic, are preferable to a quantitative requirement, such as writing an additional paper.

3. The contract is between the honors student and the instructor and should be completed by them. A copy of the contract should be given to the Honors Program no later than the end of the fourth week of the semester.

Administrative Procedures: 6. After the Designated Honors Course Contract form has been completed (with details as to the assignments

the student will complete), signed, and returned to the Honors Program, both the instructor and student will receive a copy.

7. At the end of the semester, the instructor will complete and return the Completion Form to the Honors

Program.

8. The course grade should not be affected in any way by the successful or unsuccessful completion of the contract.

9. Copies of the Designated Honors Course Contract forms will be kept in the Honors Program office and

used as appropriate when the student is eligible for Honors Program completion, UCLA TAP Certification, and for compilation of the units for Honors Scholar Designation.

10. If an “incomplete” is given in a course for which a Designated Honors Course Contract has been written,

the “project or paper” must be completed by the end of the subsequent semester AT THE LATEST for the honors credit to be awarded.

List B - Designated Honors Courses:

(a maximum of 6 units from the courses below may be used toward the 15 unit requirement for

Designated Honors Scholar, UCLA TAP, and HTCC “Completion of the Program”). Note: No

indication of “H” or “Honors” will appear on the student transcript. A Contract is required to

receive honors credit for the courses listed below beginning the 2014-2015 academic year.

BIO 9A Molecular, Cellular & Animal Bio.

BIO 9B Ecology, Evolution & Plant Bio.

ENGL 30B American Literature (Sp, 2016)

ENGL 34 Shakespeare (Sp, 2016)

ENGL 46A Major British Writers

ENGL 46B Major British Writers

HIST 2A World History to 1500

HIST 2B World History: 1500 to Present

HIST 19B Intro to Chinese History

MATH 6 Intro to Linear Algebra

49

MATH 7 Intro to Differential Equations

PHYS 4B Physics for Scientists & Engineers II

PHYS 4C Physics for Scientists & Engineers III

CHEM 1B General Chemistry II

CHEM 12A/AL Organic Chemistry I and Lab

CHEM 12B/BL Organic Chemistry II and Lab

SPAN 25 Adv. Spanish-Literature of Spain

SPAN 26 Adv. Spanish-Literature of Latin America

PSYCH 4 Introduction to Biological Psychology

DESIGNATEDHONORSCOURSECONTRACTSemester: Student’s Name: Student ID#: E-mail address: Telephone number: Course from LIST B which this Contract will augment:

Instructor:

Section:

Designated Honors Course Contract project description and requirements (e.g., research paper, laboratory work, readings and demonstrations, portfolio, etc.) beyond standard course requirements: THIS MUST BE FILLED IN WITH ALL DETAILS!

To be filled out by the Student: 5. Number of units completed to date:

6. Final semester at Cabrillo will be:

7. Honors courses completed to date (list):

Student: I have read the Guidelines for Designated Honors Course Contracts and I agree to the terms of this contract. Student signature: Date: Print name: Professor: I have read the Guidelines for Designated Honors Course Contracts, and I agree to direct this Contract during semester, 20 . Professor’s signature Date: Print name: Honors Program: Honors Program approval: Date: Student submits signed contract to the Articulation and Honors Program Office, Room 101, by the end of the 4th week of the semester covered by the contract. Both instructor and student receive a copy of the contract.

Thanks to Katharine E. Harer of Skyline College for the template for this contract. REV. 8-29-17

50

AppendixE

EnrollmentAnalysis‐Courses

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Honors Course Enrollments 119 160 204 211 227 249 230 246 248

Honors Contracts 1 12 60 51 54

Automatic Honors Courses

20

Total Honors Enrollments* 119 160 204 211 228 261 290 297 302

*NOTE: This number reflects the total number of seats occupied in all three types of Honors Curriculum. For example, a student enrolled in two Honors courses is counted twice.

51

AppendixFHTPDataCharts

TABLE No. 1 – Enrollment data in the Honors Transfer Program

Year 08‐09

09‐10

10‐11 11‐12 12‐13 13‐14 14‐15 15‐16 16‐17 Fall/17 only

Students in the Program

50 116 160 188 205 215 219 265 268 262

Year of application

08‐09

09‐10

10‐11 11‐12 12‐13 13‐14 14‐15 15‐16 16‐17 Fall/17 only

Applicants 80 80 101 104 102 120 126 157 182 123

Admits 79 74 79 97 88 105 94 105 143 89

Completers*

65 52 56 70 66 72 101 84 105

*Students who started in year of application or prior, completed at least 1 honors course

and/or requested an Official Transcript from Cabrillo be sent to a 4‐year university in the

summer before Transfer.

Table No. 2 ‐ Rates of transfer within 2 years of entering the Honors Transfer Program

Year of completion

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2014‐2015

2015‐2016

2016‐2017

HTP Transfers within 2 years of joining the program

58% 59% 53% 43% 47% 41% 51%

STEM majors in remaining % of HTP students

44% 50% 39% 37% 33% 62% 52%

52

Table No. 3 – Honors Transfer Program students who have transferred into our most

competitive public universities (UC Berkeley, UCLA) and our local UC (UCSC).

Transfer Year*

Fall ‘10 Fall’11 Fall’12 Fall’13 Fall’14 Fall’15 Fall’16 Fall’17

UC Berkeley 10 8 7 9 10 11 11 9

UCLA 1 4 2 8 7 2 6 9

UCSC 4 8 9 6 7 4 13 9

Other UC’s 7 6 6 4 4 7 14 9

Number of transfers

32 45 41 60 51 60 79 80

% transferring to UCB + UCLA Cal Poly SLO + USC

14‐‐43%

15‐‐33%

10‐‐24%

18‐‐‐30%

20‐‐39%

16—26%

23‐29%

23‐28%

*includes Spring transfers

Admit Year F’11 F’12 F’13 F’14 F’15 F’16 F’17

UCLA TAP Certified Apps

9 10 14 8 6 15 12

TAP Certified Admits

6/67% 8/80% 11/78% 6/75% 5/83% 10/71% 11/91%

HTP Apps 33 32

Non‐TAP Apps

94 79 83 92 95 96 99

Non‐TAP admits

23,24% 21,26% 19,22% 26,28% 31,32% 17,17% 24/24%

53

0

10

20

30

40

50

60

70

80

2010 2011 2012 2013 2014 2015 2016 2017*

UCLA TAP

Scholars

Graduates

54

Education Goal Reported on College Application for Cabrillo College HTP Students Enrolled 2008 ‐ 2017

(n = 936)

Count Percent

Transfer Ed Goal 521 55.7%

BA/BS after AA/AS 340 36.3%

BA/BS without AA/AS 125 13.4%

4‐yr student meeting 4‐yr requirement 35 3.7%

Trans to other UC campus 9 1.0%

Trans to UCSC 7 0.7%

Trans to other CSU campus 2 0.2%

Trans Cal private college 2 0.2%

Trans to San Jose State 1 0.1%

Non‐transfer Ed Goal 415 44.3%

Credit for HS diploma/GED 120 12.8%

Uncollected/Unreported 83 8.9%

Intellectual/Cultural development 50 5.3%

AA/AS without transfer 32 3.4%

Undecided 28 3.0%

Formulate career plans 28 3.0%

Acquire job skills 22 2.4%

Basic skills improvement 18 1.9%

Update job skills 10 1.1%

Vocational Degree w/o transfer 9 1.0%

Non‐credit to credit 8 0.9%

Vocational Certificate w/o transfer 4 0.4%

Maintain certification or license 3 0.3%

55

Demographic Profile of Cabrillo College HTP Students Enrolled 2008 ‐ 2017 (n = 936)

Count Percent

Gender Female 553 59.1%

Male 383 40.9%

Ethnicity Under‐represented Minorities (URM) 314 33.6%

Latino 235 25.1%

Multiple Ethnicities 63 6.7%

African American 7 0.8%

Filipino 7 0.8%

Native American 1 0.1%

Pacific Islander 1 0.1%

Not URM 622 66.5%

White 575 61.4%

Unknown 24 2.6%

Asian 23 2.5%

Age Age 19 or under 327 34.9%

Age 20 to 24 515 55.0%

Age 25+ 91 9.7%

Median Age 20.0

Average Age 21.6

Special Board of Governor’s (BOG) Tuition Fee Waiver Recipients 564 60.3%

Populations First Generation 258 27.6%

Accessibility Support Center (ASC/DSPS) 73 7.8%

Extended Opportunity Programs and Services (EOPS) 33 3.5%

Veterans/Active Duty 5 0.5%

CalWORKs Program (low income families with dependents)

1 0.1%

56

59.1%

40.9%

Percent of Cabrillo College HTP Studentsby Gender Enrolled 2008 ‐ 2017

(n = 936)

Female

Male

34.9%

55.0%

9.7%

0.3%0%

10%

20%

30%

40%

50%

60%

Age19 or under

Age20 to 24

Age25+

Unknown

Percent of Cabrillo College HTP Studentsby Age Group Enrolled 2008 ‐ 2017

(n = 936)

57

575

235

63

24

23

7

7

1

1

0 100 200 300 400 500 600

White Non‐Hispanic

Latino

Multiple Ethnicities

Unknown

Asian

Filipino

Black Non‐Hispanic

Pacific Islander

American Indian, Alaskan Nativ

Count of Cabrillo College HTP Studentsby Ethnicity Enrolled 2008 ‐ 2017

(n = 936)

61.4%25.1%

6.7%

2.6% 2.5%

Percent of Cabrillo College HTP Studentsby Ethnicity Enrolled 2008 ‐ 2017

(n = 936)

White

Latino

Multi Ethnic

Unknown

Asian

Filipino

African American

Native American

58

60.3%

27.6%

7.8% 3.5% 0.5% 0.1%0%

10%20%30%40%50%60%70%

Percent of Cabrillo College HTP Studentsby Special Population Enrolled 2008 ‐ 2017

(n = 936)

59

Units Completed in Honors Courses by Cabrillo College HTP Students Enrolled

2008 – 2017 (n = 936)

Count Percent

0 units 262 28.0%

Less than 6 units 237 25.3%

6 – 11.9 units 250 26.7%

12 – 14.9 units 87 9.3%

15+ units 100 10.7%

28.0%25.3%

26.7%

9.3%10.7%

0%

5%

10%

15%

20%

25%

30%

0units

Less than 6units

6 – 11.9units

12 – 14.9units

15+units

Unit Completion in Honors Courses by Cabrillo College HTP Students Enrolled 2008 ‐ 2017

(n = 936)

60

Number of Supplemental Agreements and Designated Honors Course Contracts

(formerly Honors Study Contracts) written by semester and academic year

0

5

10

15

20

25

30

35

40

45

50

13‐14 14‐15 15‐16 16‐17

Fall

Spring

Summer

"H"

Non "H"

61

AppendixGSpring2017HTPCurrentStudentSurveyResults

If you are transferring this Fall, please tell us to which other Colleges or

Universities you were admitted. (19 responses) None UCI, UCSB, UCSD, UCB, UCLA, UCD, Cal Poly Davis, Cal Poly SLO CSUMB, Ucla, Irvine, ucsc, Seattle university, uc Santa Barbara, Mills college, sf state, uc Davis, university of San Francisco, university of Washington Seattle University of California Santa Cruz UCSC, UCD, UCSB, UCI, UCLA UC Berkeley, UC Davis, Humboldt State UCSC UCLA UCD UCSC UCSD UCB Portland Stare University UC Berkeley CSU Monterrey Bay N/A UC Berkeley, San Diego State, Loyola Marymount University UC Davis and UC Santa Barbara SDSU, SJSU UCSB and UC Davis (I only applied to 3 places) SDSU, CSUMB, SJSU, UCSC, and CSU Channel Islands

Any feedback you'd like to give about certain instructors or classes? (27

responses) STEVE SCHESSLER IS A GREAT TEACHER! Ethics was my least favorite honors class because it lacked comradery. The anthropology class feels the most "honors" like. Honors teachers have been my favorite teachers so far! Out of all of my honors classes, Brian Legakis was my favorite honors teacher. He had high expectations for the class and made the class seemed very professional and at the same time fun and engaging. I think his class gives a great idea of what university classes will be like. He treated everyone as honors students. Michael Mangin was a great honors teacher and very supportive. Excellent Psychology class! My favorite of all the honors courses with Comm 1H as the runner up. All of my honors instructors were amazing as were the classes. I especially enjoyed biological anthropology. Marcy Alancraig was amazing for both Engl 1AH and Engl 2H. She provided a more of an encompassing approach with science and gave more than enough effort in improving our writing. Michael Mangin is an amazing professor! Taking classes from him was such a privilege. Awesome. Heather Peterson should have more AH Honors classes. English classes worked really well with Honors/Honors contract

62

They were all great! Claudia Close is an absolute gem and her determination to do her best by her students is deserving of the highest praise and gratitude. They were good Michael Mangin is lovely. Claudia Close is lovely. I felt like a blossoming flower of knowledge listening to their lectures. Their classes were rich and their lectures were lively. A+ stuff. Love the enthusiasm and immense support from the honors instructors, they make me feel like I'm not just a number in an institution Both of the instructors for the honors classes I have taken have been excellent! Dusty and legaski are both wonderful and helpful! They were all outstanding! All fantastic I love this class! I loved my honors instructors and classes! Thank you for everything!!! Marcy and Dusty are awesome! It's not an honors class but I had Parisa for my Anatomy Lab this semester and I feel as though she was not a good teacher at all. I've thoroughly enjoyed Dr. Mangin, Dr. Legakis, Robin Mara, and Letitia Scott-Curtis' classes, Keep them at Cabrillo!! My favorite class out of three I have taken was SOC 1H Both Michael Mangin and Marcy Alancraig are instructors who care about their students and teach extremely well. Marcy Alancraig is hands down the best professor I have ever had in my life. It has been a year since I took her class, and I still constantly think about what I learned and how I can apply it to work that I do currently.

Regarding Honors course offerings, what recommendations do you have

for the future? (25 responses) I would recommend having all courses available every semester. More courses should be offered online and during summer. It makes it convenient for students who may not be have lots of time for transportation to and from Cabrillo college! It seems most of the people I know are doing social sciences in the program so perhaps contracts with political science classes or more sociology offerings. Some of the more diverse anthropology classes could be offered with a contract. Have Psych 4, Psych 1H as honors classes You should create Honors course for more Math courses because as it is math is a big load to carry simultaneously with other honors courses. So making some of the math courses eligible for honors would have eliminated much more stress. I would love to see an honors women's studies class! More honors courses that are offered after 11am and are not super general (like English 1A) are what I would appreciate if I were a continuing student. I joined the honors program after my freshman year and cannot do morning classes, so it was difficult for me to take many honors courses. I wish I could have taken honors Government. Honors courses just need to be offered more often. I wanted to take Art History 13H, but it wasn't offered the semester I took it. English worked really well for Honors courses

63

STEM classes should be considered honors without contracts. Personally, I enjoy honors philosophy classes so more of those and maybe PSYCH 4 could be honors? Maybe create STEM related honors courses Stem classes! The music classes are about as hard as the honors courses, but I imagine the music department isn't very much in cahoots with the honors programme. History 2A I wish they offered more honors sections for higher up political science I wish they offered more honors sections for higher up political science Honors Poli Sci More options for STEM majors please! Possibly STEM courses that don't require a contract I think that all of my classes worked amazing as honors classes Classes worked better as strictly honors courses rather than being mixed with general courses. For example, Honors ethics in fall 2016 was mixed which made it a more difficult learning environment since the class was so large. More classes should offer honors contracts All that I've taken have been excellent, perhaps some geography classes would be nice. I don't have any recommendations for honors courses, but I do believe that the program should continue with allowing honors contracts to be made for courses that are offered from the math and science departments. There should be more honors options for math I only took the one course, so it is not fair for me to comment on all of them. I really liked that English 2 could be taken for honors or not for honors credit.

To what degree do you feel your participation in the Honors Transfer

Program has enhanced your intellectual and cultural vitality, and your

economic opportunity? 1 being “not at all”, 5 being “a great deal” (41

responses)

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Did you meet with an Honors Counselor this year? If so, were your needs

met? Or do you have suggestions for improvement? (36 responses) No (5) Yes (3) yes all my needs met with Marcie wald Yes and yes I met with Jay Jackson. He was delightful. Yes! Marcie is the best! Yes I had appointments with Marcie to help with college application essays Met with Carolyn Jackson to fill out TAP Yes, Rudy was overall an excellent counselor, always willing and eager to help me get where I wanted to be Yes, Rudy Puente is great. I met with him 2 times the 2017-18 School year and he definitly knows his stuff. He ddefinitly tries to help you out as much as he can. He told me about the possbility of getting a Liberal Arts AA, aside friom my Bsiness AA. I met with Marcie Wald to make sure I have the necessary plan to transfer, which I did. No I did not. Yes and my needs were met. Perhaps getting the word out that 1 hour appointments are available (and usually much needed) Yes. Yes. yep, and I took Marcy's section of cg-51, which I recommend because I am not sure that one can be fully prepared and informed in a mere hour session I met with Marcie all the time. She's super duper helpful. We got along swimmingly! Marcie provided a great deal of assistance Yes my needs were met and their guidance was very clear Did not meet with an honors counselor Yes did not meet with one Yes and my needs were met! No, I met with Sally Larter. She is the best All my needs were met es and Yes! My needs were ALWAYS met! Yes, I met with Jay Jackson regularly and he helped get me on track to graduate and transfer. Mario Garcia is very helpful and kind Yes! Barbara I did meet with a counselor. My needs were met. I did not

Have you attended an Honors Event this year? What were the highlights?

Low‐points? Any recommendations for the future? (32 responses) No (4) I have not (2) Yes, the film night was very interesting. none attended The symposium this year was not as well put together as years past.

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I have not. Pizza Mixer. I felt a little lonely, which led me to not be too interested in other events. I did not attend any events, simply because I could not work them into my schedule with school and work. I would suggest having more events at the Watsonville campus as well as Honors Courses in Watsonville like the Comm. Course. I attended the Pizza Mixer and a transfer QA, which both included pizza which was a plus. No I have not Yes. I loved the mixers with casual food, drink, and activities. Maybe a study break closer to midterms/finals that would be nice to relax and de-stress Unfortunately no I attended and presented at the Honors Symposium. I enjoyed the event and plan on attending next year and I am thinking about about submitting a proposal again. Yes, I enjoyed it, though I think informal meetings like the pizza mixer might occur with more frequency and perhaps themes to build camaraderie I went to the film night with the Art History department. It was underwhelming only because I don't think a movie is the best way to get to know people. It would be really swell if there were more Honors events, but I understand that there's budget issues with that. I tried to join the Honors Transfer Club but the times didn't work for me. New Honors Student Orientation Yes I like being able to connect with the other honors students and hear how their college experiences are going. Pizza mixer, I liked the pizza None presented at the honors symposium The Berkeley symposium last year was excellent - I highly recommend that other students attend and consider presenting. Symposium at Stanford, it was a wonderful experience! I did at the beginning of the fall semester. It was great. I work a lot so I've never participated. Also I don't really like socializing in larger group settings because it makes me anxious. Pizza mixer it was fun Yes, I went to film nice, Stanford Tour, the Pizza mixer. More please! I attended a symposium given by Dr. Richard Nolthenius about climate change. It was very eye-opening and I am glad I attended. Never attended

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Are you aware of/have you participated in the Honors Transfer Club? (41 responses)

Did you apply for the Cabrillo Scholarship for continuing students this

year? (41 responses)

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Did you receive any scholarships this year? And if transferring in Fall 2017,

were you offered any scholarships from the University? How much and

from which University(ies)? (34 responses) No (9) no (2) Yes, from AGS for $500. I interviewed for more scholarships but have not heard back yet. Yes I received a scholarship from the honors scholar Chemistry Scholarship from Cabrillo; Honors scholarship from UCI $2,500 None other than need based scholarships Still waiting on Financial Aid Awards I was granted a 5,000 scholarship from Berkeley and a lot more from Mills and other more expensive schools. With the scholarships the costs ended up being about the same. A culinary scholarship through the department for 2016/2017 Yes. The Honors Transfer Scholarship. $2,500 From Cabrillo Yes, I was offered $20,000 in grants and scholarships from both UC Davis and UC Berkeley I have no clue Yes Yes, the Rotary Club of Santa Cruz has been kind enough give me a scholarship for the 2016-2017 school year, and to renew it for next year Nope. Yes No scholarships received No No and no I was not I received 12,000 in financial aid from FASFA N/a Yes! I got the JKC Transfer Scholarship. No fin aid form schools since I'm international. I applied for UCLA Tap-will see if I get that. No, I was not The Mary Solari Scholarship Just Financial Aid from FAFSA

Any other comments or suggestions on how to make the Honors Program

more valuable to you or in the future? (11 responses) Improve summer orientation for honors students as lots of time was wasted doing "activities" when it could have been spent meeting staff and getting better tour of website and other helpful links such as schedule of classes or honors transfer info. Some classes seemed more as an "honors class" than others. Some classes we had very engaging conversations and the teacher had structured the class that felt like an honors course. Other classes seemed just like normal classes but you just have to turn in a project at the end of the class that made it honors. A lot of honors classes are small compared to regular general Ed classes, and I think teachers should take advantage of that and hold higher standards for the honors students. More help with transferring No

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I thought there would be more of a sense of community and love among the honors students, but I didn't really see a whole lot of that. The classes are brilliant though. I feel lucky that I got to take the courses I did. more opportunities for one on one opportunities with Honors coordinators/personal guidance More classes offered N/a I wish I knew about the program the second I enrolled at Cabrillo. I spent an entire semester not knowing about this amazing program and the opportunities it brings. I seriously owe my life to the honors program, and will forever be grateful for being a part of it. My life changed 180 degrees and I wouldn't be where I am now If I didn't become an honors student. I feel like the .5 credit honors class could have been an opportunity to discuss social justice issues on campus. To me it was a waste of time because I learned about researching for school papers using the library, academic search engines, and online journals back in high school. Nope!

Any "words of wisdom" you would pass on to current or future Honors

Transfer Program students? (21 responses) Attending the summer orientation for honors is mainly a huge waste of time. Being a part of the Honors Transfer Program definitely helped me get the most out of my time at Cabrillo Definitely be in the honors programs! The classes are so much more interesting! Office hours !!! Work hard, know where you want to go and what you want to do and figure out the steps to get yourself there. Set a schedule and keep to it. Don’t get behind you'll regret it, when coffee no longer helps you stay awake. Honors ethics was extremely difficult and if you're hoping for a 4.0 I am not sure I would recommend this class unless it's your major. I don't regret taking it as I learned a lot, but I had to struggle to maintain a B in the course, and I was truly putting in my best effort. Make a course plan and set goals right away! Explore, you are at a community college; feel free to challenge yourself in disciplines you wouldn't otherwise explore! Breathe. All your hard work will absolutely pay off in the future. It is worth it to be a part of this program. Stay happy The Honors Program is worth it! Befriend your professors and administrators! They're lovely people and wonderful resources Don't procrastinate Nobody belongs at Cabrillo. It's a place to take things slow and to learn where you really belong. Make sure to get out after two years - my sister stayed for three and got completely burnt out on it and dropped out. Take as many honors classes as you can because the teachers are lovely. The classes are enriching but the campus is ugly. Follow your heart. Trust yourself. And don't worry about your major - just choose something you want to take more classes in. Also, it doesn't matter what school you go to as long as you put your whole heart into it. Do your homework! Start fulfilling the 15 units of Honors courses as soon as you can. YOU CAN DO THIS!!! All of your hard work will pay off, just be patient. Study hard (but don't cry over Bs, they're ok!), get involved on campus-I mean it, get seriously involved. Not only will this strengthen your college apps, it will make your Cabrillo experience so much more valuable to you as a human being. Make sure you're not only working on your resume, but most importantly, on your character. Cabrillo is

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amazing, so is the honors program. Believe in yourself and in your abilities- everything is doable with a right mindset! Remember, the world doesn't owe you anything, but everything you want is yours for the taking! The only thing that you should ask to be given is an opportunity, and you are getting one right now by joining the honors program. Good luck! Don't do it if you are a STEM student, you have enough on your plate as it is. Yes! As a woman of color I would tell other WOC to seize this opportunity to be vocal, take up space, think critically, and be unafraid to bring up 'uncomfortable' topics like racism in predominantly white spaces. Meet with your professors, make friends with other honors students! Take more honors courses if you can. You will have amazing professors and be so much more prepared than you thought possible.

15% of current students responded

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AppendixHFall2016TransferredStudentsSurvey

You've transferred! We would love to hear how your transition into the university is going for

you.In what semester and year did you begin in Cabrillo’s Honors Transfer

Program? (12 responses) Fall, 2014

Fall, 2014

Spring 2015

Fall 2013

Fall, 2014

Fall, 2015

Fall 2013

Fall 2014

Fall 2013

Spring 2014

Fall, 2014

Fall 2013

To which university did you transfer, and what semester did you begin there? (12 responses)

UC Santa Barbara, Fall 2016

UC Davis, Fall 2016

University of Puget Sound, Fall 16

Humboldt State

San Diego State, Fall 2016

USC, Fall '16

UC Berkeley, Fall 2016

UCSC, Fall 2016

Scripps Fall '16

CSUMB, Fall '16

UC Berkeley, Fall 2016

UC Davis, Fall 2016

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What is your major? (12 responses) Film and Media Studies

Communications

Psychology/neuroscience

Environmental Science

Business

Business Administration

Molecular and Cell Biology, Neurobiology Emphasis

Physics

Human Biology

Business Administration

Political Science

Clinical Nutrition

How many honors courses did you take at Cabrillo? (12 responses)4-5 courses

4-5 courses

4-5 courses

4-5 courses

4-5 courses

4-5 courses

4-5 courses

4-5 courses

1-3 courses

4-5 courses

4-5 courses

4-5 courses

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Upon transfer, how well had your Cabrillo and Honors classes prepared you for university coursework? (12 responses)

Neutral - I don't think the Honors courses I took had an effect one way or another

Very well - there was a bit of a transition, but I received mostly "A's" and "B's" on my assignments


Extremely well - the transition was seamless and I immediately received "A's" on my assignments




Extremely well - the transition was seamless and I immediately received "A's" on my assignments





As a result of participating in the Honors Transfer Program, did you feel better prepared in your: (choose all that apply) (12 responses)

Study Skills, Feeling academically ready to be at the university

Research Skills, Essay-writing Skills, Interaction with Professors and Graduate Instructors

Research Skills, Essay-writing Skills, Interaction with Professors and Graduate Instructors, Feeling academically ready to be at the university Research Skills, Essay-writing Skills, Study Skills, Interaction with Professors and Graduate Instructors, Feeling academically ready to be at the university, Interaction with other students. Time management in general Interaction with Professors and Graduate Instructors, Feeling academically ready to be at the university, I seeked out other self-motivated students like the friends I had made in honors classes that I wouldn't have otherwise Research Skills, Essay-writing Skills, Study Skills, Interaction with Professors and Graduate Instructors, Feeling academically ready to be at the university Research Skills, Essay-writing Skills, Study Skills, Interaction with Professors and Graduate Instructors, Feeling academically ready to be at the university Research Skills, Study Skills, Interaction with Professors and Graduate Instructors

Research Skills, Essay-writing Skills, Study Skills, Interaction with Professors and Graduate Instructors, Feeling academically ready to be at the university Essay-writing Skills, Feeling academically ready to be at the university

Research Skills, Essay-writing Skills, Study Skills, Interaction with Professors and Graduate Instructors, Feeling academically ready to be at the university Research Skills, Essay-writing Skills, Study Skills, Interaction with Professors and Graduate Instructors, Feeling academically ready to be at the university

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In your experience, was there a specific honors course or courses you completed which increased our ability to be successful at your university? Which course(s)? (12 responses)

The Major British Writers I course, which I took with an honors contract, helped prepare me to read difficult pieces of literature. As a Communications major at UC Davis, I am really glad that I took the Honors Public Speaking course at Cabrillo. I also took English 1A Honors and the research required for that class prepared me well for university. English 1ah and English 2h with Marcy Alancraig

English 2H was really great. In this class research skills were refined. Marcy really worked us on legitimate citations.. Looking back, I think Women's American History with Prof. Barkey was a great class that prepared me well in difficulty but also gave me confidence to approach teachers after class and learn more from them. Prof. Morgan and her psychology class was another terrific class that I think I really benefitted from. History 4BH with Michael Mangin

I took Honors: Public Speaking, Photography History, Ancient Art, and Philosophy, plus did 2 Honors Contracts in Chem 1A and Chem 12A. I think they all were beneficial and equally helped me to be more prepared. Cabrillo in general helped me be more prepared for the university because of its rigorous coursework and high standards. Because of Cabrillo, I actually do not find the homework load to be higher or harder at UC Berkeley. Philo10H and HIST14H were very useful for preparing me for heavy workloads in a short timeframe.

English 1A and 2

English 1H - Marcy Alancraig

History 4BH with Mangin

I found that my English 1AH class was the most helpful in developing research skills, but overall my others honors courses prepared me for more challenging coursework found at the university.

Which factor(s) of the Honors Transfer Program were most important to you? Choose all that apply. (12 responses)

Quality of Instructor(s), Content of course(s), Counseling, Information about Transfer

Quality of Instructor(s), Mentoring by Instructor(s), Counseling, Information about Transfer

Quality of Instructor(s), Content of course(s)

Quality of Instructor(s), Mentoring by Instructor(s), Content of course(s)

Quality of Instructor(s), Mentoring by Instructor(s), Content of course(s), Friends I made, Information about Transfer, Access to the Director of the Honors program Quality of Instructor(s), Content of course(s), Counseling, Information about Transfer, Access to the Director of the Honors program Quality of Instructor(s), Mentoring by Instructor(s), Content of course(s), Counseling, Information about Transfer, Access to the Director of the Honors program Quality of Instructor(s), Mentoring by Instructor(s), Content of course(s)

Quality of Instructor(s), Mentoring by Instructor(s), Content of course(s), Social Activities/Events, Counseling, Information about Transfer, Participation in the Research Symposium, Access to the Director of the Honors program

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Content of course(s), Friends I made

Quality of Instructor(s), Mentoring by Instructor(s), Content of course(s), Study groups, Friends I made, Counseling, Information about Transfer, Access to the Director of the Honors program Quality of Instructor(s), Mentoring by Instructor(s), Content of course(s), Counseling, Information about Transfer, Access to the Director of the Honors program

Would you recommend the Cabrillo Honors Transfer Program to other college and high school students? Please response “yes”, “no” or “maybe” and elaborate. (12 responses)

Yes, I think it looks good on transfer applications and the professors and advisors were very helpful in the transfer experience. Yes I would recommend the Honors Transfer Program to other students. The quality of these classes and teachers were a great experience. It provided an easy transition to university for me because of the extra rigor that these classes expected and demanded. Yes, it was an easy way to get a better experience out of cabrillo and looks good on applications

Yes, if you're looking for some outside-of-the-box work, and would like to be held to a bit higher of a standard. It’s really important having other students who are as motivated or more as me in classes, it really helps me excel. Yes, I think I've recommended it quite a few times at this point. For many students, the decision to go to Cabrillo, especially as an Aptos graduate, is a pretty hard decision. When you see your friends going off and having fun at some four year university, and you're going to Cabrillo, which already has a stigma about it, it gives you a little bit more sense of self-worth being surrounded by other self-motivated students. I think that because the classes were challenging, they disproved many people's preconceptions that it is easy and forces those students to put some work in, and then they end up getting something out of it too and overall enjoying the experience more. Absolutely. Other than being a great resource & preparing you to transfer on, I was exposed to great instructors and challenging academically. The honors course I took at Cabrillo College were undoubtedly my favorite college courses. Absolutely I would recommend the Cabrillo Honors Transfer Program. I really enjoyed it, and feel that this program helped me in the admission process for UC Berkeley. I enjoyed taking both Honors Courses and doing Honors Agreement Contracts to substitute in units. I felt that I was more prepared to transfer to a university, and had opportunities I wouldn't have had otherwise, such as being able to write a ~30 page Honors research paper about Neuro-chemistry with my then chemistry professor, Dr. Christy Vogel. Also, it was Ms. Carolyn Jackson who told me that I was eligible to graduate and earn degrees, instead of just transferring, so I will always be grateful to her for that. I graduated with 4 Associate's Degrees, with Honors in all of them. If Carolyn had not told me I was eligible as a transfer student to still earn a degree, I never would have known, or received them. I was originally planning on just simply leaving Cabrillo and moving on to the new University, but because she told me, I got to participate in a beautiful graduation ceremony and have the 4 degrees I earned on my wall---and resume :) Thank you Cabrillo! Yes- It was good to have a heavier course load while experiencing the higher expectations from instructors, as well as myself. I'd highly recommend the Honors program to other students because it allows you to have more access to high quality professors and counselors. Yes, it's a great college app boost along with a more invigoration curriculum. It will make you smarter and more able in one way or another. Yes. I recommend the honors program to everyone who is unsure about their next step in the education process. As a provisional admit the honors program encouraged me to be to work on my

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academic abilities and was the driving force behind my admittance to Cal. (As well as my acceptances to UCLA, UCSB, UCD, and UCSC). The honors program opened up so many doors for me! Yes! I found the program valuable because it motivated me to push myself further and allowed me to be accepted into a prestigious university. The honors faculty was excellent in helping me achieve my goals.

Honors Transfer Program - Cabrillo College · 3 A variety of honors course offerings (honors courses, supplemental contracts and designated honors contracts) that provide students

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