New Honors Program director revamping program

By Wenchell Pierre

Staff Writer

Newly appointed Honors Program Director Laura Hudock, professor of education, said she plans to expand data collection to strengthen student engagement in the Honors Program. 

She said her initiatives include introducing “success scripts” and conducting focus group interviews  to evaluate the program’s overall effectiveness.

“I'm really trying to figure out what is the identity of an honors student here at our campus, and I'm reluctant to say what it is right now, because I'm in a data-collection phase,” Hudock said.

Her ongoing case study, “Current Policies and Lived Experiences of Past and Present Students, Faculty and Staff Involved in the Commonwealth Honors Program at Framingham State University,” will serve as a programmatic self-assessment examining efficacy, impact, diversity, and equity practices, Hudock said.

Since June, Hudock has met biweekly with Associate Provost Keri Ann Sather-Wagstaff to set program priorities.

“I want to hear from everyone who's had or has a stake or an interest in the Honors Program to really figure out what the data says - what our needs and areas for growth are,” Hudock said.

She said developing a long-term plan is her next priority. 

“And then next semester - work to develop a strategic plan. And just for me, the most important thing is for me to actively listen to what students’ needs are,” Hudock said.

As part of her review, Hudock said she is also examining the program’s probationary measures to ensure consistent academic monitoring.

“One thing that I'm trying to put in place is a system to stringently track students so that I can advise and we are able to have conversations with students who might not meet that GPA minimum,” she said.

“There are opportunities for probation if they don't - a two-semester probation for first-year students and sophomores, and a one-semester probation for juniors and seniors if they're not meeting GPA,” Hudock added.

Another major component of Hudock’s vision is to develop “success scripts” - profiles highlighting the diverse academic paths students take to complete the Honors Program.

Hudock said she hopes the success scripts will offer students “a variety of experiences, because no two are going to be alike, and have those as something that prospective students can see that is someone's pathway.

“So it's about reaching out to alumni, but also finding students, current students, who are willing to share that script with us as they journey through the program,” she added.

As of Fall 2025, there are 281 active honors students, of whom 96 identify as members of historically marginalized populations. 

Hudock said data for only seven students remain unreported, meaning the available demographic breakdown is nearly complete.

The gender distribution, she added, shows a one-to-four ratio of males to females, a disparity that traces back to admissions patterns.

“That figure comes directly from the application stage,” Hudock said. 

“When students apply to Framingham State, those who meet honors eligibility are invited automatically. Some accept, but some decline - and I’m trying to understand whether that decision has more to do with perception or access,” said Hudock.

“I’m looking at the Honors Program through a lens of impact and equity. We need to ask why some students are not enrolling when invited, and what we can do to be more welcoming and inclusive,” Hudock said.

Hudock said to close that gap, she is promoting application pathways for current Framingham State students who may not have been invited to the Honors Program at admission but have since demonstrated strong academic performance.

“That’s an untapped population,” she said. “If a student here is thriving, has a qualifying GPA, and still has general education courses to complete, we’d welcome them into the program.” 

Hudock said in 2021, there were 236 honors students enrolled that fall. 

The following year, 218 students were recorded, followed by a jump to 280 in 2023 and 255 in 2024, with 281 honors students currently.

Since Fall 2021, a total of 123 students have unenrolled from the program. 

Of those who did withdraw from the Honors Program, 85 students still met GPA requirements. 

Hudock said the data suggests academic standing is not the leading factor contributing to attrition. 

Hudock said most withdrawals occur after two completed semesters - typically during the sophomore year.

To address that pattern, Hudock and University leadership are introducing new engagement incentives such as the Harlaxton Semester Abroad, debuting in Fall 2026. 

“Students are already talking about it,” she said. 

“Having something tangible to look forward to - and earning honors credit while abroad - keeps them invested,” Hudock said.

Madeleine Boucher, a senior criminology major, said the program helped her become a more disciplined learner.

“It’s given me more structure. I’ve always been competitive academically, so having that push of ‘You can’t get below this grade’ helped me. I was a B or C student in high school. Here, I haven’t gone below a B,” she said.

Emily Taylor, a senior American Sign Language Interpreting major, described the program as “a wake-up call” that instilled both confidence and resilience.

“College is not all fun and games. You do have to put in effort,” Taylor said. “It taught me that I can do it - I can keep going with the honors thing even though it’s hard. It feels good to know I can achieve that.”

Kaitlyn Callahan, a senior in the University's 4+1 education program, is completing her thesis while teaching and officiating basketball.

“I would never have taken on writing such a big paper if I had the choice,” she said. “But it’s pushing me beyond my comfort zone and really helping me further my education. When I graduate and go into the field, it’s going to help me.”

Callahan said she appreciated having “that extra advisor you can go to,” but suggested that program communication could be more proactive.

“There should be at least one check-in with the Honors House every semester. It’s not really a check-in unless you reach out to them,” said Callahan.

She added while event invitations - such as the Nutcracker outing or ice cream socials - were welcome, academic advising often relied on student initiative and email.

“Don’t just email me about a dinner for the thesis,” Callahan said. “Ask if I have someone to work with. Some people don’t even know where to begin.” 

Taylor said her engagement with the Honors Program improved after mandatory faculty meetings last year.

“It made a big difference,” she said. “My professors would sit down and ask, ‘What’s going on? What can I know about you that’ll help me teach you?’ That one-on-one check-in was a turning point.”

Hudock said the Honors House - located behind Miles Bibb Hall - is a “home base” where “welcoming happens first.” 

She has curated the space to include a “welcome board” for new students. She said, “I'm here two days a week.

“It's intended for the honors students. And of course, if an honor student is bringing a friend into an honors event, that's fine,” she added.

Hudock said the Honors House has been stocked with everything students might need. 

“If someone needed a dongle to connect their laptop to the TV screen - we got one. Another student asked for a first-aid kit. [There’s] coffee supplies and a small refrigerator,” she added. 

“We’ve even added the latest MLA and APA style guides, so if students are working on research, the resources are right there at their fingertips,” Hudock said.

Boucher, who prefers to study independently, said, “I’ve never even set foot in the Honors House. I didn’t think I needed an area where like minds met. I’m pretty self-sufficient in that regard.”

Callahan said, “I hadn’t used it until this semester. Now, I meet with my thesis advisor there and I’ve seen the resources - every past honors thesis is kept in the house and the library. You can flip through and see all the titles.”

Taylor said her only experience with the Honors House was an ice cream social. “I’m a commuter and I work almost full time. I would have loved to be there more, but it just wasn’t realistic.”

Without peers in the program, Taylor said she often felt isolated. “I never met anyone else in the Honors Program that I connected with, which is sad to say.”

Taylor also suggested expanding course options in each general education domain.

“Being a language major, it’s kind of a dead end. I love science and math, but I can’t take more classes in those because they won’t count toward my domains,” Taylor said.

Students in the Honors Program must complete a minimum of six honors courses, including a RAMS First-Year-Seminar and the honors capstone course. Typically, the honors courses offered each semester only cover one general education domain each.

Joe Mark, a senior biology major, said that at times, students take a redundant class to get an honors credit. 

“Depending on the discipline. It’s very difficult to get into the honors classes as they fill up quickly,” Mark said. 

Hudock said she acknowledges assessment and communication are areas she needs to focus on in her new role. “We’re still learning how students engage and how best to meet them where they are.”

As Janieliz Garcia Rivera reflected on the pride she feels as both a first-generation college student and honors scholar, she said, “It’s nice to be able to say, ‘I’m in the Honors Program.’ 

“School has always been important to me. For me - and for my parents - that’s really nice to hear,” Rivera said.