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Douglas Sullivan-Gonzalez
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Emaildsg@olemiss.edu

Institution: University of Mississippi

Location: University, Mississippi

Phone: 662-915-7109

Institution Type

Program Type

Program Enrollment:

Present Position:

  • Dean, January 2003-present

Previous Honors Positions:

  • Interim Director, McDonnell Barksdale Honors Colelge, University of Mississippi, July 2002-December 2002.
  • Dean, Sally McDonnell Barksdale Honors College, The University of Mississippi, January 2003-current

NCHC Member Since:


Program Reviews and Consultation


NCHC Activities Related to Honors Program/College Assessment & Evaluation:

  • Member, Assessment and Evaluation Committee, 2012 to current
  • Co-Chair, Assessment and Evaluation Committee, 2013-2014.

Activities in other areas or organizations related to assessment or site visits, workshops, etc.: 

Other activities relevant to those seeking honors program/college site visitors:

  • Assessment and Evaluation Workshop, NCHC, Lincoln, NE, July 2012

Self-Identified Areas of Special Interest and Experience


The Role of an NCHC-Qualified Site Visitor 

We must assess the promises we make to our Honors students, plain and simple. Participation in an Honors program or college intimidates many of our potential students as they ponder the extra investment of time and energy to go beyond the University's baccalaureate requirements to enjoy the benefits of a dynamic Honors program. Is the effort worth it? Is there a demonstrable difference between what is "honors" and what is not? How we can we answer their question without a timely evaluation and assessment of our program? How do we know that we have created an Honors college/program that delivers such promises? An honest assessment and evaluation enable the Honors director to answer such questions with evidence! A program review (site visit) becomes one crucial piece of information used to analyze the Honors program's successful mission.

 

 The work of the program reviewer (site visitor) provides Honors directors with a rich complement to the self-study as we align the hard work of our program with our institutional mission.  Two to three reviewers engage a program with the tools provided by our vetted NCHC program review questions and rubrics, and quickly gauge the overall maturity of the program. This review gifts the Honors director with a rich set of insights to analyze afresh both the "inputs" and "outputs" that comprise the program. By participating in a review, we affirm the guiding principles of the academy: peer review, the culture of continuous improvement, and mission-centered evaluation.

 

As a member and as the previous co-chair of the Assessment and Evaluation Committee of the National Collegiate Honors Council, I have come to appreciate the rich diversity among colleges and universities in the construction of their respective programs/colleges.  The process of program review enables all of us to measure our program through the prism of our own expectations and the best practices cultivated over the decades among participating NCHC honors programs and colleges. We create and recreate our larger community of honors programs and colleges with each review through this extraordinary give and take of assessment and evaluation.  Reviewers bring a rich heritage of experience and leave positively affected by the program they assess; program directors/deans feed off the reflections of two colleagues who suggest potential nudges to take the program to the next level while challenging our reviewers to look at unexplored ideas institutionalized in the reviewed program.

 

We live in an exciting time where our students want a challenge to go deeper with manageable breadth and complexity into their educational experience.  A program review gives the director the ability to show the recruited high performer that, indeed, we accomplish in our Honors program what we promise.

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