Without probing into the details in each of these areas, I think it's valuable to consider their implications in the context of the university's mission and that of Academic Affairs, and ultimately your work here today in looking at the honors program. At a lower level of indenture, let me move from this global and lofty context to take a look at quality, access, and diversity. To me, quality means more than thinking we've done a good job. Rather, defined and measurable learning outcomes that are evaluated and embedded in a process of continuous improvement have to be at the heart of all our activities. With our GenEd program and its attendant assessment effort, it is becoming critical to think of defining learning outcomes in all that we do, including the honors program.
Accessibility means more than being admitted.
It means more than being affordable. It means more than being able to get to class on time. Accessibility includes having quality educational experiences that help all students achieve their full potential. Access also includes extending our educational boundaries beyond the temporal constraints of our class schedules and beyond the geographical confines of our campus. And by diversity I mean more than racial diversity, more than ethnic diversity, more than gender diversity, more than age diversity, and more than geographic diversity.