PROPOSAL



Proposal

Schreyer Honors College Baccalaureate Diploma Programs

at Penn State Berks-Lehigh Valley College

INTRODUCTION

Background of Penn State Berks-Lehigh Valley College (BKLV)

College Goals

The goals of the new college are based on Penn State’s mission as Pennsylvania’s land grant institution: to provide teaching, research and public service to the people of the commonwealth, the nation and the world. Representatives from all areas of the BKLV community worked together to produce, “Penn State University—Berks-Lehigh Valley College 2002-2005 Strategic Plan.” The overarching goals for the college years focus on

• Fostering a learning-centered environment that responds to student needs

• Increasing the visibility of our degree programs and recruiting students who will complete their degrees at the college

• Responding to the needs of the communities we serve

• Cultivating an environment that is hospitable to diversity

Academic Programs

BKLV presently offers baccalaureate degrees in the following areas: American Studies, Applied Psychology, Business, Electro-Mechanical Engineering Technology, Global Studies, Information Sciences and Technology, Kinesiology, Life Science, Physical Science, and Professional Writing. These new degree programs were developed by faculty, with input from local business leaders, students, market research and state employment projections. High academic standards, mandatory internships, collaborative research, and community service opportunities ensure that graduates leave the college prepared for the work force or advanced studies. All students enrolled in the new baccalaureate degree programs earn real-world experience by completing a required internship or international study. The college’s Career Services Office has established relationships with 350 local and regional companies willing to employ and pay Penn State student interns; relationships have been established with banks, newspapers, non-profit service organizations, restaurants, schools, hospitals, and computer businesses.

Students and Faculty

Student enrollments have steadily increased since BKLV was formed in 1997 from 2,400 students to 3,200 in 2003. To accommodate the increase in students and academic programs, the college has hired 74 new full-time faculty since 1997, increasing total full time faculty size to 132. The new faculty members’ areas of expertise include biology, business, chemistry, communication, computer science, economics, engineering, English, information sciences, Latin American studies, physics, and Spanish. More than 92 full-time, tenure-line faculty are qualified and available to teach in the proposed four-year Honors program. See attached.

College Resources

The college offers students a wide variety of social activities, including sports, lectures, musical and theatrical performances, Student Government, and a variety of clubs focusing on subjects including chess, computers and agriculture. The Freyberger Gallery, located at the Berks Campus, offers students the opportunity to view art exhibits and talk to professional artists about their visions and the artistic process. Poetry readings and performances often accompany displays of the visual arts. Dimensions, a multicultural social club, indicates the growth in minority enrollment since 1987, from 3% in 1987 to 13% in 2003 at the Berks Campus and 15% at the Lehigh Valley Campus. Physical expansion of the Student Center at the Berks campus has added a multipurpose area, a health suite, a game room, student offices and additional dining areas. A substantial renovation of the Franco Building on the Berks campus houses our expanded Learning Center, as well as adds three new high-tech classrooms. At the Lehigh Valley location, a new physics laboratory was completed in 2000, and the chemistry lab is undergoing renovation. Long-term construction plans include a new classroom building at the Berks campus and expansion of the Lehigh Valley campus. The most ambitious construction project at the college was the 16,000-square-foot addition to the Thun Library at Berks, the site of the new Information Commons. This new facility offers students, faculty, and the community a state-of-the-art technology learning center. New facilities include a multimedia production studio, an electronic classroom, technology pods for electronic research, and a Cyber Café. The Information Commons connects the college with resources from around the world, serving as an academic switchboard for electronic communications between scholars, researchers, students, and community members.

Community Resources

The college’s two campus locations provide students with convenient access to hundreds of acres of public parks, cultural resources such as the Allentown and Reading Art Museums, and sports events at venues including The Velodrome, one of the premier bike-racing venues in the country. Through the Berks Higher Education Council, an association of five colleges in Berks County, students can take classes at the other colleges, contribute to collaborative community service activities, and participate in cultural activities, such as art exhibits and lectures, sponsored by the member institutions.

Background of the BKLV Honors Program

Program Goals

Penn State Berks-Lehigh Valley has historically modeled its Honors Program on the Schreyer Honors College. Although the entrance requirements have been modified for BKLV, the goals are consistent with those of University Park:

• internationalization implemented through educational honors trips integrated into the curricula, through the invitation of international guest speakers, through the encouragement of study abroad, NSEP scholarships applications, and through the composition of a diverse student constituency itself, reflecting a wide variety of cultures, backgrounds, and ethnicities;

• leadership developed through active participation in the honors club, through participation in and organization of special events, including joint programs with other organizations (e.g., holding a program on violence with the pre-law program, debate watch); social and civic responsibility demonstrated through community service, including, tutoring for the learning center, working at a local shelter, collecting and donating clothes locally and globally (Reading and Rumania).

• research encouraged through faculty partnerships, Berks County Research Conference as well as national conferences, application for NSF-REUs, Honors Convocation presentations, among others.

Course Offerings

A minimum of two Honors courses have been available at both campuses every semester: Honors English 30 is offered every fall semester—and sometimes spring semesters--at both campuses; in the past four years, other offerings have included, CAS 100H, CmLit10H, CmLit 106H, Econ 12H, Econ 14H, Engl 1T, Engl 180H, Engl 135H; Engl 202H, Engl 50H, Hist 181H, InSt 100H, LST 100H, Phil 10H, Soc 110H, Mus 007H, STS 151T, ThArt 100H. Special one-time interdisciplinary honors courses, designated 297H, have also been offered in American Studies, English, and Comparative literature. Honors Options have been graciously accepted by virtually all regular full-time faculty who have been approached to direct them. A growing number of students collaborate with faculty on research. Several students have co-authored research papers with faculty members, publishing in science, social science, and humanities journals as undergraduates. Course offerings have expanded from two to three a semester at the Berks campus, and from one to two and three at the Lehigh Valley campus, and they will continue to expand with any increase in the numbers of honors students. Domestic and international field trips have already increased.

Course Content

All honors classes must provide one of the following learning components: research, experiential learning, and/or community service. Most classes offer two of these approaches; all include research. This requirement provides consistency and purpose for the program. Integrated classes included English 30 and Speech 100H on the U.S. Presidency (presented at Schreyer Honors Conference, 2001); LST100H integrates technology. Courses with an international component have been offered every year for more than five years; last year three courses had international components involving trips to Greece, Rome, and Australia. Collaborative arrangements among disciplines and international universities are integral to the program. One plan involves a collaboration with the University of Silesia in Poland. The college is presently a finalist for an ICU grant, facilitated by the Fulbright Commission, that would bring a Middle Eastern Scholar as a resident expert on Islamic studies. He would reside in the dormitory and teach one honors seminar.

First-year honors seminars have included specially oriented courses in American Studies research, history of science research, and English 30, all intended to create a shared experience among honors students on both campuses. Most recently, honors students had an opportunity to participate in a first-year, team-taught honors learning community focusing on higher education issues specific to honors students.

Student Enrollment

Total honors enrollment has varied between 65-90 students, with one quarter at the Lehigh Valley and three quarters at Berks; these numbers reflect 2-4% of the full-time student population typical of honors programs. This population promises to grow with regular presence at Admissions Fairs on both campuses, new brochures, coverage in campus and alumni publications (see attached).

In the past five years, the Berks-Lehigh Valley campus has had the highest number of Schreyer Honors Scholars at any Penn State Campus (excluding UP and Behrend):

2003-2004: 12 (10 admitted at the sophomore gate)

2002-2003: 9 (7 admitted at the sophomore gate)

2001-2002: 12 (12 admitted at the sophomore gate)

2000-2001: 8 (8 admitted at the sophomore gate)

1999-2000: 8 (7 admitted at the sophomore gate)

Here is the breakdown by majors of the Schreyer Scholars presently enrolled at BKLV

Accounting

American Studies

Agriculture (2)

Applied Psychology(

Chemistry

IST*

Journalism

Professional Writing*

BioBehavioral Health

Math and Computer Science (double major)

Psychology and Computer Science (double major)

Opportunities Available to Honors Students

This section provides examples of the opportunities for extracurricular enrichment available to BKLV honors students.

Service Opportunities

While service opportunities are sponsored by institutional programming, equally impressive are those opportunities the students create for themselves: one who had worked at a Romanian orphanage suggested collecting and mailing necessities to this orphanage for “unrecoverable” children; another arranged participation in a Haunted House experience meant to support the greater Reading community (she won the Eclipse award at UP that same year); another arranged a Christmas clothing drive for the local Reading shelter. Existing institutional services include Berks Council on Higher Education, a five-college consortium creating community service opportunities, the Lehigh Valley Consortium with nine colleges collaborating on community service projects, Berks Campus Volunteer Center, Beaver Grants for community service projects, an on-campus Learning Center, where Honors Students tutor in a variety of subjects.

Undergraduate Research Opportunities

Examples of current research projects involving students include:

• Dr. Daniel Litvin, Full Professor of Physics, is exploring symmetry/property relationships in crystals using computer programs.

• Dr. Ivan Shibley, Associate Professor of Chemistry, is using a chick model to test biochemical changes during Fetal Alcohol Syndrome.

• Dr. Hassan Gourama, Associate Professor of Food Science, is studying the significance of molds and mycotoxins in foods, development of rapid detection methods for molds, and the occurrence and control of bacterial pathogens in foods and water.

• Dr. Robert Forrey, Assistant Professor gave first authorship to honosr student Joe C. Flasher, Cold collisions between argon atoms and hydrogen molecules, submitted to A Physical Review

• Drs. Jennifer Hillman, Associate Professor of Psychology, and Bélen Rodrigues-Mourelo, Assistant Professor of Spanish, are studying the local Hispanic community’s access to social services and support.

Honors students have also been encouraged to participate in National Science Foundation Research Experience for Undergraduates (NSF REU). Most recently these have included participation in the following:

( University of California at Irvine, Astronomy

( Undergraduate Research University of Maine, Dept. of Civil and Environmental

Engineering, Experience in Advanced Engineered Wood Composite

( Neuroscience Research Experience for Undergraduates, University of Kentucky

Anatomy and Neurobiology

( Towson University, Biology

( Bucknell University, Physics

( Penn State University, Engineering (cintered materials)

Integrative Cultural and International Opportunities

The Honors Program has sponsored international trips for the past ten years. Participation in total trips has included more than 50 students every year. These trips complement courses, but are offered to any interested student involved in the honors program. There have also been regular trips to New York City (“Medieval NYC”; Margaret Mead Film Festival; Sociology of Sex Roles; and Theatre New York), Washington, DC (one for the 2000 Presidency; another, behind the scenes at the Smithsonian National Museum of Natural History combined a Lehigh Valley Biology class and Berks Honors English class on nature; honors first-year seminar, history of science trip); Wilmington, DE (Honors Club trip to Winterthur and a Fabergé exhibit; STS 151T, an honors first-year seminar trip to the Hagley Museum); Philadelphia (Honors Club trip to premier of Stoppard’s Invention of Love and Every Good Boy Deserves Favour); and Doylestown (honors first-year seminar, history of science trip to Mercer Museum).

The Honors Program, with support from the Dean’s office, has also hosted Fulbright Fellows from Norway, Thailand, Poland, and England. These fellows have been guest speakers in honors courses including Sociology of Sex Roles, Literature and the Natural World, and Arthurian Literature. One guest professor even stayed in the student dormitory in order to be more accessible to interested students, and all participated in faculty-student lunches.

Students who later became sophomore and junior gate Schreyer Scholars at University Park were guided and won three NSEP scholarships (India, Venezuela, Cuba, and Panama); another, as a Lehigh Valley student, won the Bill Gates Millennial Scholarship for minority students.

Support for the Honors Program

This section documents the extent and variety of support for the BKLV Honors Program.

Financial Support

• Each campus is awarded $2000 annually by the Academic budget

• Boscov Endowment provides funding for programming and scholarships every year for Berks students. Scholarship money would support Schreyer Scholars at the Junior Gate.

• Scholarship money presently available is $21,768

• Programming money presently available is $19,066

• Dean’s fund presently available for dedicated honors use is $13,164

• First-Year Seminar Funds allotted at $250 per seminar

• The International Programming fund supplements specific honors programming when the need arises.

Physical Plant Support

• The Boscov Honors Lounge is reserved for use of honors students. Equipped with a computer, printer, phone, and comfortable furniture, the lounge provides a dedicated space for honors students to hold meetings or to study.

• Ten on-campus housing spaces are reserved each year for honors students. Pending demand, this number could increase.

Administrative and Faculty Support

• Honors Coordinator. Administrative oversight for the Honors Program is provided by the Honors Coordinator, Associate Professor Sandy Feinstein. A detailed description of this position and of her responsibilities accompanies this proposal.

• Faculty Support. The Honors Program has enjoyed widespread support from the faculty. Although receiving no additional remuneration, selected faculty have provided support of the program goals in significant ways, including advising, mentoring, and guiding research projects. The Coordinator of Composition has mentored and guided Schreyer Scholars and other honors students through the process of scholarship applications. The Coordinators of the Professional Writing major have mentored students through the complex and demanding process of scholarly research and publication. The Chair of the College Senate has also volunteered her expertise on national scholarship essays as well. Three physicists regularly act as mentors to Schreyer Scholars, providing research and scholarship mentoring, even for those student who don’t identify themselves as physics majors; they have mentored math, computer science, and engineering majors.

Letters of Support

Accompanying this proposal are letters of support from the College Senate and from the following administrators:

• Dean and CEO

• Associate Dean for Academic Affairs

• Division Head in Humanities, Arts, and Social Sciences, unit home of two proposed honors emphases

Proposed Schreyer Honors Baccalaureate Program:

Two Interdisciplinary Areas of Honors

Introduction

We propose to offer baccalaureate degree options for Schreyer Scholars at BKLV in the two following areas: Global Studies or Professional Writing. As these two areas are in the same division, Humanities, Arts, and Social Sciences, many of their courses already overlap. Therefore, offering honors courses that fulfill requirements for either option will not overextend the resources of the programs. Moreover, this proposed dual-track honors program offers the maximum flexibility for students with disparate majors. Thus, if a Berks-Lehigh Valley College Schreyer Honors College diploma in Global Studies and Professional Writing were developed, a graduating Schreyer Scholar could earn, for example, a BS in Applied Psychology with honors in Global Studies or a BS in Science with honors in Professional Writing.

In light of BKLV’s commitment to communication across the curriculum, to diversity, and to international literacy and experiences, we propose two areas that specifically reflect these academic emphases. Because the Professional Writing program underpins BKLV’s initiatives to foster communicative competence in all disciplines, a concentration in Professional Writing is particularly well suited for honors students with diverse majors and career trajectories. Global Studies, likewise, promotes the aims of an honors education in requiring both an internship with an international organization and study abroad. Moreover, both areas reflect a commitment to interdisciplinarity, to making connections among methodologies as well as content, which is an integral goal of Schreyer honors education.

These two programs have already demonstrated their commitment to nurturing professional work with Schreyer Scholars. In the 2003-2004 academic year, for example, Co-coordinator of Professional Writing and Associate Professor Candace Spigelman mentored two Schreyer Scholars in disparate fields, Accounting and American Studies. The outcome of her work with these two students was publication in a national journal. Fellow coordinator Laurie Grobman is a leader in service learning and also mentored one of the Schreyer Scholars presently at the college. A Schreyer Scholar graduating from University Park this year was mentored by Global Studies’ faculty member Professor Michelle Mart. This student later was nominated at University Park as a Truman Scholar as well as a Marshall and Mitchell nominee.

Because these two areas are unique among the majors available at all the Penn State campuses, we envision students opting to pursue honors at BKLV because it offers something that cannot be obtained elsewhere.

Global Studies

Description of the Program

With its varied and challenging course work and its expectations for independent inquiry, the Global Studies major, introduced in the 2003-04 academic year, is particularly adaptable to fulfilling the expectations of the Schreyer Honors College.

This area is designed for students who are interested in a liberal arts degree with a concentration in global studies. Featuring both active and collaborative classroom experiences, in addition to intensive study abroad as well as internship experiences, the program develops analytical and interpersonal skills.

This program differs most notably from traditional majors in international or global studies by requiring core courses in world literature and intercultural communication, while retaining the traditional foreign language, history and political science emphasis of most other programs. Study abroad and an internship with an international organization are also important features of this emphasis that are consistent with the goals of the Schreyer Honors College.

The intellectual independence and scholarly rigor that distinguish programs pursued by Schreyer honors students are promoted by the Global Studies area.  Honors courses in the Global Studies area will be taught by full-time tenured and tenure-track BKLV faculty members, many of whom have previous experience teaching and advising honors students at the college.  Students choosing Global Studies as their honors area of emphasis will find at least one 400-level honors course offered each semester.

Proposed Honors Curriculum

The suggested modifications and additions to the proposed Global Studies Honors area at BKLV for the purpose of enrollment as a Schreyer Scholar include:

a)  Honors students will take History 467H or 468H.  Non-honors versions of these two courses fulfill requirements for both options of the Global Studies major, “Latin American Culture” and “Contemporary History and Politics.”  Thus, all Global Studies honors students will benefit from honors versions of these two courses.

b) English 403H, Literature and Culture.  (English 403 is one of the two prescribed 400-level courses for the Global Studies major, the other being CAS 471.  Honors versions of both will be offered.)

c) Honors 495H: Research Methods. Offered spring semester. This course will provide a cross disciplinary research methods course preparatory to writing the thesis.

d) Honors 496H: An honors independent study will be taken during the first or second semester of an honors student’s senior year.  During this independent study students will research and write their senior honors thesis. 

e) The Global Studies capstone course, CAS 471, a requirement for the second semester of the senior year, will be taken by honors students as CAS 471H and will require the completion of a senior honors thesis.  Honors students will present and defend their theses at an annual global studies symposium that will be conducted in conjunction with the capstone course.

f) Pending approval from their honors advisor, students may petition to take honors courses offered by other disciplines, such as Professional Writing, to fulfill the requirements of the major or the diploma.

g) The proportion of honors students to non-honors students in honors courses are a minimum of 60% in basic required courses such as English 30 and CAS 100H, in all other courses, the proportion of honors students is much greater, typically 80-90%. Proportions in the 400 level honors courses will depend on the numbers. It is likely to begin with a 60-40% and rise, ideally, to 90-10%.

Professional Writing

Description of the Program

The Bachelor of Arts in Professional Writing is designed to foster theoretical understanding of the historical, social, and ethical implications of rhetorical practices and to enhance students' practical writing skills for various workplace and academic settings. An honors designation will signify sustained distinguished research, analysis, and writing. This area is designed for students who are interested in any degree offer by the college.

Grounded in the liberal arts tradition, this honors emphasis is designed to produce graduates who are critical thinkers, readers, and writers. Requirements ensure that majors have broad educational experiences in the arts, humanities, social and behavioral sciences, and an introduction to diverse cultures.  Required theory courses on the rhetorical tradition, discourse analysis, and theories of writing and rhetoric provide opportunities for students to analyze a wide range of texts with an awareness of how language and discourse are intertwined with cultural, ideological, and institutional contexts.  Courses in literature, literary theory, and rhetorical theory encourage majors to think critically across a number of disciplinary boundaries.  The program also includes a required internship component and a senior-level portfolio-development course.

The intellectual independence and scholarly rigor that distinguish programs pursued by Schreyer honors students are promoted by the Professional Writing area.  Honors courses in the Professional Writing area will be taught by full-time tenured and tenure-track BKLV faculty members, many of whom have previous experience teaching and advising honors students at the college.  Students choosing Professional Writing as their honors area of emphasis will find at least one 400-level honors course offered each semester.

Proposed Honors Curriculum

The following courses are already offered to honors students in Professional Writing at BKLV:

a. English 202H

b. English 50H

c.English 250H, Peer Tutoring in Writing.  This course examines the writing process from various perspectives and requires that students work directly with developing writers in an English 4 class.  The culminating project involves writing an empirical research article intended for publication in a scholarly journal and presenting a paper at the National Conference on Peer Tutoring in Writing. 

The suggested modifications and additions to the proposed Professional Writing Honors area at the Berks-Lehigh Valley College for the purpose of enrollment as a Schreyer Scholar include:

a. English 403 H (see above) or  English 471H, Rhetorical Traditions, which traces rhetorical practices and principles from the Sophists to contemporary times, offers a rich arena for honors research and scholarly work.

b. English 421H, Advanced Expository Writing or English 419H, Advanced Business Writing

c. Honors 495 H (described above)

d. Honors 496 H (described above). Schreyer Scholars will produce a senior thesis or portfolio project to be defended and presented in an annual colloquium.

e) Pending approval from their honors advisor, students may petition to take honors courses offered by other disciplines, such as Global Studies or Science, to fulfill the requirements of the major or the diploma.

f) The proportion of honors students to non-honors students in honors courses are a minimum of 60% in basic required courses such as English 30 and CAS 100H, in all other courses, the proportion of honors students is much greater, typically 80-90%. Proportions in the 400 level honors courses will depend on the numbers. It is likely to begin with a 60-40% and rise, ideally, to 90-10%.

Program Support and Implementation

Junior Gate Nomination Process

Although we expect to continue to attract first-year Schreyer Scholars, the development of the program will depend on keeping a portion of those students already Schreyer Scholars as well as identifying appropriate exceptional students for the junior gate. The junior gate process will follow the procedure now established by the Schreyer Honors College. Thus, students will be expected to have a minimum of three full semesters remaining at Penn State to complete their undergraduate majors.

This two-step process will depend on department recommendation and Schreyer Honors College assessment based on the student’s past performance and research potential. Such performance and potential will be assessed by the following:

1. Academic achievement at Penn State, specifically a 3.7 g.p.a through the first three semesters and a minimum 3.5 the fourth semester of study. Summer sessions will not be accounted a “semester of study.”

2. Desire, ability, and motivation to conduct research or develop creative projects leading to the completion of an undergraduate thesis. At Penn State Berks-Lehigh Valley College, this potential and interest will be determined by a number of factors including: applications for research experience both on the campus or at other institutions, for example, those sponsored by the National Science Foundation; and a required application essay that both identifies why the student wants to be a Schreyer Scholar and what direction s/he foresees taking in his/her research or creativity; and a reference within the student’s major department who could be contacted to vouch for the student’s potential and likelihood of successful completion of a project.

3. International experience and/or interests in international experiences as undergraduates. This interest will be demonstrated by one or more of the following: participation in Penn State international study trips; applications to study abroad through the Penn State International Office; applications to study through the National Security Education Program Scholarship; a plan for international competence and/or study. Honors in the area of Global Studies will require an international experience; therefore, those applying to pursue honors in Global Studies could be deemed to have interest in international study and issues.

4. Co-curricular and extracurricular activities, accomplishments and leadership roles will also be considered. With applications to the junior gate, students will be asked to submit a résumé. Students will also be interviewed for the program by core faculty in the honors areas the student seeks admittance. The honors coordinator will also participate in the interviewing process, both by facilitating organization of the process and participation, if determined appropriate by the area. The interview will cover both curricular and extracurricular achievements and accomplishments.

5. Special Case Nominations and Admittance for students with no less than an overall 3.5 gpa. All such cases will be referred to the Schreyer Honors College according to the process outlined by the Dean including: a letter from the head of the academic unit directed to the Associate Dean no later than April 1 each year; a letter of recommendation from a Penn State faculty member in the nominating academic unit that explains the special circumstances that would justifies the exception and which also identifies a particular research or creative project the student is involved with; and a cover letter from the student, addressing the question of why s/he wants to join the Honors College and a 450-600 word essay describing a project, study, experiment, or other scholarly/creative endeavor the student would like to pursue while at Penn State. The essay would describe the topic or project, explain why it is worth pursuing, and how it might be pursued.

Faculty Participants

At present the ratio of tenure line faculty to honors students is approximately 15 to one. (See attached.)

Campus College Honors Coordinator

According to the job description (attached) the Honors Coordinator recruits and guides students through the Honors program. S/he also recommends students for scholarships, encourages them to participate in research projects, and national as well as local conferences; she makes material available on national research options and suggests faculty to work on research projects. She coordinates honors courses and recruits instructors, talking to each faculty member about fulfilling one of the three honors learning components. She works with both faculty and students on honors options and independent study classes. She is the sponsor of the Honors Club and organizes educational domestic and international field trips; she meets with students on both campuses in weekly club meetings. She also identifies students for the Boscov Scholarship and warns, and if necessary dismisses, students from the program who no longer meet honors requirements. The Schreyer Honors College honors coordinator would also have responsibility for the campus college honors program. Release time for the campus college coordinator has not been discussed; but her course load is now flexible and would continue to be so. Disciplinary Honors Advisers would guide honors students through the major and research opportunities, making sure they fulfill all honors requirements. The Honors Coordinator would have regular meetings with the Honors Advisers to touch base on progress of students, recruitment of students, and developments of appropriate coursework. The Honors Coordinator would sign off on theses on the recommendation of department thesis committees.

Appendix A

Spring 2004

CAS100H Berks 19 Lehigh Valley 20

Philosophy 103H Berks 20

LST 100H Berks 13

InST100H (LV) Lehigh Valley 10

English 202H (LV) Lehigh Valley 12

Fall 2003

English 1T Berks learning 17

English 30S Community 17 Lehigh Valley 10

English 297H sophomore seminar 8

CmLit10H Berks 13

Soc 110H Berks 19

Spring 2003

English 30S Berks 16

Music 7H Berks 19

Econ 2H Berks 7

Speech 100H Lehigh Valley 18

Fall 2002

English 30S Berks 19 Lehigh Valley 13

Theatre 100H BK & LV 20

Kinesiology 61H Lehigh Valley 15

Spring 2002

Speech 100H Berks 19 Lehigh Valley 10

Economics 14H Berks 9

English 262H Lehigh Valley 9

Sociology 110H Lehigh Valley 10

*English 296H Berks 4

Fall 2001

English 30S Berks 16 Lehigh Valley 13

History 181H Berks 14 (full in preregistration)

*English 296H 4

*International collaboration with University of Silesia, Poland

Spring 2001

English 180H Berks 18

English 50H Berks 20

LST100H Berks 7

Fall 2000

English 30 Berks 19 Lehigh Valley 5

Speech 100H Berks 19

STS151T Lehigh Valley 8

Spring 2000

CmLit 106H Berks & Lehigh Valley 12

Music 7H Berks 16

LST100H Berks 8

Soc 110H Lehigh Valley 19

Fall 1999

English 30 Berks 18 Lehigh Valley 8

English 184H Lehigh Valley 3

English 184H Berks 8

Am St 187T Lehigh Valley & Berks 13

Appendix B: Tenure-line faculty vitae of those available to teach honors courses, options, theses

( Those students who would opt to complete the BA/BS degrees at one of the campuses. This number represents 25% of the total number of those who are presently Schreyer Scholars. This number is also an accurate reflection of past interest as well. There have been students who have not applied to become Schreyer scholars because they have not been financially able or emotionally prepared to make the move to University Park. Nevertheless, several students every year successfully apply to the junior gate, although they have not been recruited or encouraged in any way to do so.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download