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Suketu Bhavsar
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Institution: Kellogg Honors College, California Polytechnic University, Pomona

Location: Pomona, California


Institution TypeFour-year public university; Hispanic serving Institute; (24,000)

Program TypeHonors College

Program Enrollment: 370

Present PositionDirector, Kellogg Honors College, Cal Poly Pomona (2007-present)

Previous Honors PositionsDirector, Honors Program, University of Kentucky (2005-2007)

NCHC Member Since: 2005

Program Reviews and Consultation

Douglas Honors College
Central Washington University

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

  • Professional Board Member NCHC (2013-2016)
  • Member, NCHC Assessment and Evaluation Committee

  • Activities in other areas or organizations related to assessment or site visits, workshops, etc.:
    Chair of CSU Honors Directors Consortium (Mentoring and advising Directors of Honors Programs and Colleges in the CSU system)

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

  • NCHC Diversity Committee
  • NCHC Nominating Committee

  • Self-Identified Areas of Special Interest and Experience:  

  • Director in developing and then leading a new Honors College at a 4 Year State Public University
  • Director of large Honors Program at Flagship State R1 University (UK)
  • Critical Budget Analysis of program
  • STEM education
  • Professor of Astrophysics and Cosmology
  • International Education and Study Abroad - led and coordinated trips in Asia and South America 
  • Interdisciplinary Teaching and Curricula 
  • Developing "Theme Based" Curricula 
  • Recruitment and Retention
  • Student Advising and Mentoring
  • Student Organizations

    The Role of an NCHC-Qualified Site Visitor 

    After an honors program or college has invited a site visit from the NCHC, and the NCHC has appointed the site visitors, initial dialogue with the director/dean of the program or college is very important. The site visit has the potential to play an important role in the direction the program or college will take in the aftermath of the visit, therefore the site visitor should be very cognizant of the language that he or she uses during the visit and in writing the formal review.

    Often, the site visitor has the ability to be a vital agent of change and thus it is a position of great responsibility. Statements made during the visit should be respectful of the people involved and the constraints of the particular situation. Site visitors should constantly remember with respect to anything they say or write “to do no harm.” The stated goals along with the program’s budget, space, and resources should be carefully considered in making recommendations. The site visitor can play a vital role in the future of an honors program or college and its funding. The actions taken and words spoken during the visit and the formal review sent to the institution afterwards can influence the President and Provost of the institution as well as suggest a course of action beneficial to the program or college. With a view to this as the central mission it is very important to recognize what is driving the review. It is also important to remember that it is the program that is being reviewed and not its director.

    The site visitor’s primary purpose is to give useful and pertinent feedback, assessing how the honors program or college being visited meets or does not meet the basic characteristics identified by the NCHC. This is done after a considered and thorough review of the self-assessment preceding the visit, and later, the site visit itself. With programs being very diverse in nature, it is important that the site visitor recognize the particular context and situation of the honors program or college they are responding to. In forming opinions and eventually writing the review it is important to always ask the question: “How can I help this honors program or college?” 

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