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Richard Badenhausen
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Email: rjb@westminstercollege.edu

Institution: Westminster College

Location: Salt Lake City, Utah

Phone: 801-832-2460

Institution Type: 4-year, private college, 2300 undergraduates

Program Type: Institution-wide, General Education Honors College

Program Enrollment: 175 per semester

Present Position: Founding Dean, Honors College, Westminster College

Previous Honors PositionsChair/Honors (Marshall University) (1995-2000), Director, Honors Program & Kim T. Adamson Chair Westminster College (2001-2017)

NCHC Member Since: 1995


Program Reviews and Consultation

Florida Gulf Coast University (2017)
Roger Williams University (2016)
Mercy College (2016)
Emerson College (2016)
University of Tampa (2016)
College of St. Benedict & St. John’s University (2016)
Augsburg College (2016)
Dominican University (2015)
University of Portland (2015)
Otterbein University (2015)
Weber State University (2014)
Hamline University (2014)
Western State Colorado University (2013)
Quinnipiac University (2012)
Oklahoma City University (2009)


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

  • Vice President, NCHC (2017)
  • Elected Member, NCHC Board of Directors (2004-2007), (2017-present)
  • Service on multiple NCHC Committees over the years (Strategic Planning, Research, Small College, Pub Board, Portz Fellowship, Convention Planning, Honors Semesters etc.)
  • Former Co-Chair Publications Board
  • Chair, Pub Board Subcommittee on “NCHC Basic Characteristics of a Fully Developed Honors Program/College”
  • Attendance at 21 NCHC annual conventions with presentations/workshops given on a wide range of topics, including Honors handbooks, Honors assessment, Honors admissions models, student research in Honors, “City as Text” in the Honors curriculum, recruitment and retention, distinctiveness in Honors, AP credits and Honors, Honors faculty retreats, best practices in Honors website design, Honors community, among others.
  • Numerous essays in JNCHC on technology and Honors, helping Honors students in trouble, and the Economy of Honors.

Activities in other areas or organizations related to assessment or site visits, workshops, etc.
I have run Honors programs at two very different institutions—one a large, public, state university (Marshall University) and the other a small, private college (Westminster College); and I am the founding dean of an Honors College. Because I have engaged in extensive program building in each of these situations, I have insight into the needs of a wide range of programs. I have over two decades of experience teaching in Honors and have team-taught with over two dozen different faculty members from a wide variety of disciplines. In thirty years in higher education, I have sat on just about every imaginable college committee, including those devoted to strategic planning, course evaluations, faculty review, learning communities, budgeting, and development, which are perhaps particularly relevant to Honors assessment. Finally, I have served as a facilitator for various NCHC professional development workshops on topic like program reviews and annual reports, curriculum development, and Honors teaching.

Self-Identified Areas of Special Interest and Experience

  • Honors Colleges
  • Honors Administration, Assessment, & Program Review
  • Honors Admissions / Recruitment
  • Honors Orientation
  • Honors Curriculum
  • Honors Student Retention
  • Extracurricular & Co-curricular Programs
  • Honors Peer Mentoring
  • Interdisciplinary Team Teaching
  • Honors Handbooks
  • Honors Newsletters
  • Honors Budgeting
  • Buildings and Honors Spaces

The Role of an NCHC-Qualified Site Visitor
 

Perhaps the two most valuable skills a site visitor can bring to the table are the ability to listen well and the capacity to draw on one’s experience in the local and national Honors communities in offering feedback that will help strengthen the institution’s Honors program or college.

Because I have directed programs at both a large, public university and a small, private college, I have experience with a range of challenges and opportunities that are likely to face most directors and deans. While the NCHC’s two “Basic Characteristics” documents are excellent starting points for conversations about program assessment, each institution has its own particular needs that grow out of its unique institutional history and culture. Those needs should establish the context for any evaluation.

For example, a program that is struggling or is in its incipient stages might find discussions about resources and program building most helpful, while a very mature, well-funded honors program or college might benefit more from deep discussions about learning outcomes, assessment issues, and strategic opportunities.

Ultimately, a site visitor can help lend an outside voice to validate what a program is doing particularly well (and help communicate that message to faculty and administration), as well as assist a program in locating possible solutions to any challenges it faces, while remembering that it is up to the home institution to decide whether or not to act on that advice. 

more Calendar

1/12/2018 » 1/15/2018
Partners in the Parks: Cedar Breaks National Monument

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