Student Outcomes and Honors Programs: A Longitudinal Study of 172 Honors Students 2000-2004 (Research Essays) (Report‪)‬

INTRODUCTORY REMARKS ABOUT WHY ASSESSMENT MUST BE A PRIORITY FOR HONORS PROGRAM DEANS AND DIRECTORS Since this edition of the JNCHC is dedicated to honors administration, it seems appropriate to offer a few introductory remarks about the usefulness of this study. College and university administrators participating in the accreditation process are well aware that assessing student learning is not the passing fad that some had suspected it might be. In the Southern Association of Colleges and Schools, for example, administrators are familiar with Core Requirement 2.1--the institution engages in ongoing, integrated, and institution-wide planning and evaluation processes that incorporate systematic review of programs and services (Handbook for reaffirmation of accreditation, 2004). All accreditation bodies in higher education now require systematic assessment of student learning.