How Many of Those Honors Classes are Restricted to Honors Students Only?

Editor’s Note: Thanks to honors Deans and Directors from across the country, we received more data than ever before in 2016. Most of the data appear in our new book, but periodically we will report on other discoveries that we did not have time to include.

We have written about honors classes several times, having reported on average class sizes and the various types of honors class sections–honors seminars, honors-only classes in the disciplines, mixed honors classes (honors and non-honors students), and contract sections, in which honors students do extra work in a regular class for honors credit.

Before presenting data that show the percentage of class work honors students do in the various class types, here is a brief recap on the average class sizes of honors sections, based on actual, detailed data from 50 major honors programs:

  • Honors-only class section size= 19.0 students
  • Mixed sections for honors credit= 51.1 students
  • Contract sections for honors credit= 60.1 students
  • OVERALL average size of class sections for honors credit= 26.3 students

But now for the additional, unpublished data.

Since class sizes vary significantly according to the type of class section, here is a summary of the percentage of classroom time that honors students spend in the different section types:

  • In 22 of the 50 programs we rated, all honors credit sections were “honors-only” sections (no mixed or contract sections).
  • Across all 50 programs, 83.1% of enrollment time was in honors-only sections.
  • 13.6% of enrollment time was in mixed sections that included both honors and non-honors students. Many of these sections had separate honors-only breakout or lab components.
  • The remaining 5.1% of enrollment time was in contract sections, in which students in regular classes had to complete extra work for honors credit.

Honors-only classes may be seminars that are generally interdisciplinary, or more discipline-specific classes.

  • Our findings show that 45.8% of honors-only classes are seminars are interdisciplinary sections, which are typically offered through the honors college or program itself.
  • The remaining 54.2% of honors-only classes are centered on the academic disciplines, many offered directly by the academic departments.

 

 

Update: 2016 Edition of Honors Ratings and Reviews

By John Willingham, Editor

After three months of analyzing data, we are almost at the point of rating at least 50 honors programs, writing their profiles, and adding another 10 or so summary reviews (unrated).

What I can say now is that there will be some significant changes–and some surprises. We are running behind schedule, but I still hope for publication by late September.

Here’s why. The 2014 edition was a great improvement over the 2012 book. In 2012, I was so focused on the importance of honors curriculum and completion requirements, along with the glitz of prestigious scholarships (Rhodes, Marshall, Goldwater, etc.) that the first effort failed to drill deeply into the complexities of honors programs.

The 2014 edition moved the ball forward–about halfway downfield, or more–because I was able to obtain more information from honors deans and directors. I also studied class section data online and derived a lot of useful information about honors-only classes, including average class sizes and a general idea of the disciplines offered.

For the 2016 edition, I knew going in that I needed far more detailed information from the programs themselves to develop precise measures for all class sections (including mixed and contract sections). Fortunately, I have been working with that much better information. The result is that instead of listing the number of honors classes in, say, math, the 2016 edition will report how many sections there are in relation to the total number of honors students.

This approach will have a dramatic impact in some cases. For example, say that Program A has 4 honors math sections might have looked good in the 2014 edition; but if Program A has 1400 enrolled honors students, 4 sections do not look very strong.

Another difference will be in the rating for honors class size. In 2014, the most accurate ratings were for honors-only class sizes. But the fact is that many programs offer much of their honors credit via mixed and contract sections. Accurately measuring the class sizes for these sections is extremely difficult when using only the online data. Indeed, there is no section information about contract sections online. Approximately 60 percent of programs allow credit for honors contracts (basically, doing extra work in a regular section for honors credit). A few have use contracts extensively. The new edition will list the average size of contract and mixed sections (honors and non-honors students in the same class).

Finally, another major difference that will have an impact in 2016 is that the rating for honors housing will have a new dimension: one-third of the rating will now be based on the availability of housing space, in addition to the amenities and dorm layout.

So stay tuned!

Inside Honors: Class Sizes, Classes by Discipline, Sections Per Student

By John Willingham, Editor

I thought it was time to raise my head from the ocean of data I am crunching for the 2016 edition of our Review.

Since we have much more–and much better–data this time around, the book itself will be even more data-driven than its predecessors. We will still have narrative profiles for each program/honors college under review, but it’s likely that within each narrative there will be a table that summarizes our findings.

Here is some of what readers will see in the new edition:

Class Sizes–Instead of reporting only the average class size for honors-only classes, we will show, in addition to honors-only class sizes, the average class sizes for mixed sections (classes with honors credit but including some or many non-honors students), and even the class sizes for honors contract sections (regular classes in which honors students do extra work for honors credit). What I can say at this point is that the total class size metric will be based on a combination of the above. This change alone could result is some significant changes in our ratings.

Contract Sections–In the past, we have focused on regular honors sections, and we are somewhat tardy in giving some attention to a fairly widespread practice in honors education: contract sections. These are sometimes called honors options, honors enhancements, etc. As noted above, these sections generally feature an agreement between the honors student and instructor (as approved by honors staff) according to which the student does extra work to earn honors credit. In a few programs, honors contracts may account for more than 30% of the total honors class enrollment in a given term. The 2016 edition will present views on the relative value of these types of classes. There are many pros, as well as some cons. Stay tuned.

Course Offerings, by Academic Department–In the 2014 edition, we tried to give readers an idea of the general range and type of honors classes offered by each honors college or program. Although we did approximate estimates of honors classes by academic discipline, I thought that that aspect of the 2014 ratings was surely the most subjective. This time around, the number of classes by discipline will be strictly quantified so our readers can know how many honors sections are available, and in a ratio to total honors participants.

Courses in “Key” Disciplines–It goes without saying that one person’s choice of “key” academic disciplines will probably not be the same as another person’s choice. What we plan to do is emphasize the classes in disciplines that we believe should be offered by honors programs, regardless of how popular the discipline might be as a major. For example, relatively few college students major in philosophy and many students (and parents) might not place much “value” on courses in that discipline. But honors students are supposed to be different–more motivated, more curious, more open, and more capable of in-depth critical thinking. From the more obviously practical perspective, we also place speech and communications classes in the key group. (One reason we favor small classes for honors students is that those classes typically require students to develop argumentation and group communication skills.)

Other “key” disciplines that we will quantify are biology; business and related disciplines; chemistry; computer science and related disciplines; economics; English; engineering; history; math; physics; political science; psychology; and anthropology/sociology.

So, if you want to know how many honors chemistry sections a program offers, or how many of those relatively scarce honors polysci, econ, or physics sections are available, we will tell you how each program stacks up.

Univ of Arkansas Honors Student and Prof Publish Paper on Proteins Related to Alzheimer’s

Editor’s Note: The post below comes to us from Kendall Curlee, director of communications at the University of Arkansas Honors College.

FAYETTEVILLE, Ark. — A University of Arkansas research team has published a paper in ChemBioChem, a top European journal of chemical biology, based on groundbreaking experiments led by undergraduate honors student Armin Mortazavi. The paper contributes to the understanding of the molecular properties of membrane proteins, which play critical roles in cell signaling, both for diseased states and basic biological functions.

“It could be useful in understanding how proteins aggregate, which is characteristic of some neurodegenerative diseases like Alzheimer’s or Parkinson’s – but that’s long down the line at this point,” Mortazavi said.

Armin Mortazavi and faculty mentor Roger Koeppe examine deuterium magnetic resonance (NMR) results. Photo: Matt Reynolds.

Armin Mortazavi and faculty mentor Roger Koeppe examine deuterium magnetic resonance (NMR) results. Photo: Matt Reynolds.

“Our main purpose is to understand how they interact in the body.”

Mortazavi, from Hot Springs, is an honors chemistry and physics double major, a Bodenhamer Fellow, and the recipient of the Goldwater Scholarship. He is listed as first author on the article, giving him primary credit for performing the experiments that led to the discoveries. Roger Koeppe, Distinguished Professor of chemistry and biochemistry in the J. William Fulbright College of Arts and Sciences, is Mortazavi’s faculty mentor and director of the study.

The paper is titled “Juxta-Terminal Helix Unwinding as a Stabilizing Factor to Modulate the Dynamics of Transmembrane Helices.” The U of A team used nuclear magnetic resonance spectroscopy to alter the amino acid sequences of model peptides and incorporated deuterium labels to study how the peptides move within a model for the outer membrane of a cell.

Mortazavi’s research builds on earlier work by honors student Kelsey Sparks, who studied the role aromatic rings play in the movement of the same family of peptides. Sparks was the first author on a paper published in 2014 in Biochemistry and is a coauthor on this paper.

Previous work in Koeppe’s lab found that a similar peptide helix might be unwound or “frayed” at the end. Mortazavi has confirmed that there are multiple peptides that fray at the end, limiting their extent of motion and helping to anchor them within a lipid membrane.

“What Armin has found suggests that there may be more importance to the loops within membrane signaling proteins, which have largely been ignored up to now,” Koeppe said. “His work may point us in a new direction.”

Mortazavi presented his work at the 2015 meeting of the Biophysical Society and will present his latest results at the February 2016 meeting in Los Angeles.

Koeppe has mentored more than 25 honors students, with six of them publishing their research.

“To this point, I’ve not had a student publish before they graduate,” he said. “Armin started research early, in his freshman year. ­He’s well organized, dedicated, hardworking, and he’s produced a lot of results.”

Mortazavi’s work has been supported by a State Undergraduate Research Fellowship and Honors College research and travel grants. Other members of the research team who are coauthors on the article are graduate student Venkatesan Rajagopalan and research associate professor Denise V. Greathouse.

About the Honors College: The University of Arkansas Honors College was established in 2002 and unites the university’s top undergraduate students and professors in a learning environment characterized by discovery, creativity and service. Each year the Honors College awards up to 90 freshman fellowships that provide $70,000 over four years, and more than $1 million in undergraduate research and study abroad grants. The Honors College is nationally recognized for the high caliber of students it admits and graduates. Honors students enjoy small, in-depth classes, and programs are offered in all disciplines, tailored to students’ academic interests, with interdisciplinary collaborations encouraged. Fifty percent of Honors College graduates have studied abroad – three times the national average – and one hundred percent of Honors College graduates have engaged in mentored research.

Arkansas Honors College Students Publish in Peer-Reviewed Journals

Editor’s note: The following article is from the University of Arkansas. My thanks to Kendall Curless of the Honors College for sending it along.

Researchers at the University of Arkansas have established that pits and scratches on the teeth of mammal fossils give important clues to the diet of creatures that lived millions of years ago. Two new studies, both involving undergraduate Honors College students, analyze the effect of environmental change on the teeth of existing species, and may shed light on the evolutionary fossil record.

Peter Ungar, Distinguished Professor and chair of the anthropology department, mentored the students and is a coauthor on both papers.

Both studies compare dental wear of species in environments that are relatively undisturbed to those in environments that have been disturbed by human development.

“Human disturbance, from an ecological perspective, is not a great thing, but for folks like me, they’re really cool natural experiments,” Peter Ungar said. “If we can understand the reaction of living animals, including primates, to environmental change, then we can apply that to the past, to understand evolution. Conversely, we can use our understanding of how things change on evolutionary time scales to get a better appreciation for our effects on the environment today.”

Tracking Lemurs in Madagascar

The paper “Mechanical food properties and dental topography differentiate three populations of Lemur catta in southwest Madagascar” was recently accepted by the Journal of Human Evolution, the premier journal in the field.

Emily Fitzgerald (B.A. in anthropology, magna cum laude, ’12) and Andrea Riemenschneider (B.A. in anthropology, cum laude, ’13), who were undergraduate honors students at the time, used data collected in Madagascar by Frank Cuozzo and Michelle Sauther. Since 2003 Cuozzo and Sauther have caught and made molds of the teeth of ring-tailed lemurs across a variety of habitats.

Building on research by first author Nayuta Yamashita, Fitzgerald and Riemenschneider made high-resolution casts of the molds, then used a laser scanner to make 3-D models of the teeth, which they analyzed using global-information system software. Their findings confirmed different patterns of wear in different settings.

Lemurs in disturbed areas were most heavily impacted, wearing their teeth “down to nubbins – we’re not entirely sure why,” Ungar said. This finding could help scientists interpret wear-related tooth shape changes more generally.

ComparinG Capuchin and Howler Monkeys in the Brazilian Amazon

In “Environmental Perturbations Can be Detected Through Microwear Texture Analysis in Two Platyrrhine Species From Brazilian Amazonia,” recently published in the American Journal of Primatology, Almudena Estalrrich, a doctoral exchange student from Spain, and Mariel Williams Young (B.A. in anthropology and Spanish, magna cum laude, with a minor in psychology, ’13), then an undergraduate Honors College student, analyzed the effects of habitat variation on capuchin and howler monkeys.

Each species was sampled from environments ranging from minimally disturbed to an area that had been deforested with the construction of a hydroelectric dam.

Young used a confocal microscope to zoom in on a very small part of the tooth – the wear area where the upper and lower teeth come into contact. The team predicted that capuchins, which eat nuts and berries, would be more impacted by environmental disturbance than howler monkeys, which eat leaves.

Their findings confirmed this prediction, and established that dental microwear texture analysis is an effective tool to detect subtle differences in diets among living primates. Studies like this one, which use well-documented specimens with differences in habitats, suggest that subtle changes in microwear may shed light on habitat-forced diet changes in the fossil record.

Peter Ungar has worked with dozens of Honors College students in the past 20 years, and several have published their undergraduate research in peer-reviewed journals.

“Honors students are bread and butter for me,” Ungar said. “I couldn’t get done what I get done, research-wise, without their help.”

“It feels great to have a publication early in my career,” said Mariel Young, who completed a master’s degree in human evolutionary studies at Cambridge and is now pursuing a doctoral degree in human evolutionary biology at Harvard. Young was awarded the Gates Cambridge Scholarship and NSF Graduate Fellowship, and credits her success to research with Ungar: “These two awards have had a huge impact on my career, and my initial research at U of A in Dr. Ungar’s lab is definitely what set me on the path toward achieving them.”

“We’re very proud of these three alumni, and pleased that, yet again, undergraduate thesis research conducted by our Honors College students has been published in top journals,” said Lynda Coon, dean of the Honors College.

About the Honors College: The University of Arkansas Honors College was established in 2002 and unites the university’s top undergraduate students and professors in a learning environment characterized by discovery, creativity and service. Each year the Honors College awards up to 90 freshman fellowships that provide $70,000 over four years, and more than $1 million in undergraduate research and study abroad grants. The Honors College is nationally recognized for the high caliber of students it admits and graduates. Honors students enjoy small, in-depth classes, and programs are offered in all disciplines, tailored to students’ academic interests, with interdisciplinary collaborations encouraged. One hundred percent of Honors College graduates have engaged in mentored research.

 

UW-Madison Engineering Receives $47 Million from Grainger Foundation

Two major grants from the foundation of UW-Madison engineering alumnus David W. Grainger will boost research and hands-on teaching capacity and provide additional support in the form of tutoring and mentoring for undergrads.

A grant of $25 million is for the establishment of the Grainger Institute for Engineering Research. The Institute ” will serve as an incubator for trans-disciplinary research conducted in the University of Wisconsin-Madison College of Engineering. Such research will enable the College to lead discoveries in targeted technological areas important to society and to our nation’s economy.”

The enhancement of hands-on training and research facilities has become a major feature of leading engineering programs in the nation.

“Currently, researchers in the Institute are focusing on advanced manufacturing and materials discovery and sustainability—areas that build in existing strengths within the College of Engineering and at UW-Madison. These three areas share commonalities and each benefit from close interaction with the others. Together, they provide opportunities to accelerate the process of materials discovery to application or use in a product, and to engage in this process in a sustainable, environmentally friendly manner.”

At a time when Wisconsin Governor Scott Walker has led successful efforts to cut funding for the UW System, the grant for the Institute “will create an endowment for professorships, faculty scholar awards and postdoctoral fellowships, with additional support for new faculty from UW-Madison, the UW-Madison Vilas Trust, and the College. In total, the funding will enable the College to hire 25 new faculty. This commitment will enable the College to attract clusters of top engineering faculty to define new research directions through the Grainger Institute for Engineering.”

Another $22 million grant from the foundation “will be aimed at helping undergraduate students by supporting a tutoring center and giving them more opportunities for hands-on learning,” officials announced recently.

The donation endows the engineering school’s undergraduate learning center, “which provides tutoring and peer-to-peer learning services — assistance officials said is key for students as they work through tough introductory courses

The donation will help to expand engineering college facilities will as well, including a new ‘design innovation makerspace,’ where students will be able to use equipment such as laser cutters and 3-D printers to experiment and build prototypes.”

The foundation has also funded the building and expansion of Grainger Hall, home of the UW-Madison business school.

Is It True that 80% of Elite Students Are Accepted by Elite Colleges?

Aside

Editor’s Note: The following post examines the claim by the New America Foundation that acceptance to elite colleges is not any more difficult than in the past, with 80% of highly qualified applicants still being accepted by elite schools. What we found is that even with the additional elite slots offered by honors colleges and programs, there are not enough slots to accommodate 80% of elite applicants. Although the acceptance rate as indicated by probability statistics (given multiple applications by each student) might show a high acceptance rate, the enrollment rate must be significantly lower than 80% for elite students. Updated with important changes, March 21, 2016; updated September 18, 2018, with references to new SAT scores.

Kevin Carey is director of education policy at the New American Foundation, and recently he has argued (1) that the end of college as we know it fast approaching, thanks to technology, and that (2) reaching a good college isn’t as hard as it seems.

Carey has little use for research universities, a “hybrid” form of higher education whereby students are offered the “bait” of being able to study with well-known research professors only to experience a “switch” once they are enrolled, finding themselves under the inept tutelage of callow TA’s and lower level faculty. The advent of MOOCs will give rise to the university of, and for, everyone, leading  also to the “brutal unmasking” of hybrid universities as the pretenders Carey believes them to be.

At the end of the post, there is a list of colleges, universities, and public honors programs with mean SAT scores of 1380 or above.

Setting aside Carey’s curious approach of proclaiming the end times for traditional colleges on the one hand while announcing the cheerful prospects for enrolling in these same colleges on the other, we will focus only on his assertion that approximately 80% of highly qualified college applicants are now able to gain acceptance to an “elite” college, never mind the dire comments on how much tougher it is now to get into such institutions.

According to Carey, “the slots themselves [at elite colleges] aren’t becoming more scarce and the number of students competing with one another isn’t growing.”As we suggest below, the problem with this statement is that the slots Carey is talking about seem to be plentiful because the colleges he includes are not as elite as the students he is tracking.

Therefore, while it may be true that 80% of applicants gain acceptance to the 113 colleges he is tracking, it is highly unlikely that there are in fact 113 schools whose mean test scores match the threshold scores of his applicant cohort, or that have sufficient slots to actually enroll those students. Indeed, the only way all of these students can attend colleges that even approximate their level of credentials is for many of the students to attend the very “hybrid” universities Carey criticizes.

(The New America Foundation also takes public universities to task for offering too much of their financial aid resources to students who are meritorious but not so needy as others. We will comment on this assertion in a later post.)

Carey defines elite applicants as those with old SAT scores of 1300 or higher (now ~1380], or with a comparable ACT score (29). Elite colleges are those that are among “the 113 schools identified by Barron’s Profiles of American Colleges as the most selective.”

We followed up on Carey’s assertion by doing some research of our own. Using the 25th percentile scores and the 75th percentile scores in the 2015 U.S. News rankings and dividing the total by two in order to arrive at an approximate average, we found that, rather than 113 colleges with average (old) SAT scores of 1300 or higher, there are only about 86. In addition, there are 51 public honors colleges/programs with mean (old) SAT scores of 1300 or higher. For purposes of illustration, we assumed that there was a like number of private honors colleges and programs, though we believe this is a generous estimate.

Then we calculated the number of students who took the ACT and SAT in 2014 and who score in the 91st or 92nd percentile or higher on one or both tests. An SAT score of 1300 is the 91st percentile; an ACT score of 29 or higher is also at the 92nd percentile level. We estimated that 25 percent of the 345,250 students took both tests; again, this is probably a generous estimate. This estimate should also take into account the relatively small number of high scorers who do not have high school GPA’s commensurate with their test scores.

The result: about 259,000 students met the test score threshold in 2014.

Next, we calculated that of the 86 colleges and universities with mean test scores at the threshold or higher, there were 131,077 places for freshmen in 2014. This leaves a deficit of 127,923 places for highly talented students, or more than 49%.

Using exact figures for public honors colleges and programs with similar test score profiles, we added another 20,917 places. Then we added another 20,917 places for private university honors colleges even though we doubt that there are that many honors places in private schools.

Therefore, the total number of “elite” places in 2014, including honors program places, was approximately 172,911. Subtracting this number from 259,000 still yields a deficit of elite places in the amount of 86,089.

New America claims 80 percent of elite students were accepted, but it is extremely unlikely that they could have actually found a place in the elite group of schools we have identified. So, if we take .8 x 259,000 students, the result is 207,000 students who should have been accepted by elite schools. Subtracting 172,911 places from 207,000 still leaves a deficit of elite places in the amount of 34,289 places. Again, the actual deficit is probably higher.

From these calculations, it appears that the acceptance rate for elite students, if they were to apply to schools with mean test scores at the threshold level or higher and not to less selective schools, would not be 80%, and it is very unlikely that there could be enough truly elite places for 80%. This is based on the calculation 172,911/259,000. That there is “room” for about 67% of elite students in elite colleges may not be a panic situation, but some elite students should be prepared to attend colleges whose mean scores are somewhat lower than their scores.

For the time being, there are solid alternatives at relatively low cost, at least for in-state students: those discredited “hybrid” institutions. Washington, Wisconsin, UT Austin, Florida, Penn State, UC Davis, UC Irvine, UC Santa Barbara, Ohio State, Georgia, Rutgers, Connecticut, Purdue, and Clemson may not have had average test scores in 2014 that meet the New America definition; but surely many of the elite students choose to attend these universities, in addition to those who are accepted by the more selective honors programs at most of these schools. Indeed, New America probably included these and other prominent public and private universities in its list of 113, despite their average test scores being somewhat lower than those of the elite students they tracked.

The estimated total number of freshmen slots at the 14 state schools above is about 104,771. At these schools, there are perhaps 40,000 to 52,500 freshmen who meet the elite definition.

This should leave no doubt about the need for these universities to sustain or enhance their current level of excellence: they are necessary, as are public and private honors programs, if top students are to actually “reach” schools that approximate their abilities.

Below are the universities, colleges, and public honors programs we have identified as having mean test scores of SAT 1300/ACT 29 or higher. Not included is a list of private honors colleges that meet the threshold; as noted above, we have estimated the number of students accepted by these honors colleges. The public honors colleges and programs are in listed in bold type at the end.

Harvard
Yale
Princeton
Stanford
MIT
Chicago
Northwestern
Penn
Cornell
Duke
Brown
Columbia
Dartmouth
Rice
Vanderbilt
Georgetown
Carnegie Mellon
Emory
Boston College
Johns Hopkins
Notre Dame
Wash U
UC Berkeley
North Carolina
Virginia
UCLA
UC San Diego
Lehigh
USC
Georgia Tech
NYU
Brandeis
Rochester
Tufts
Wake Forest
Michigan
Northeastern
Case Western
William & Mary
RPI
Univ of Miami
Tulane
WPI
Illinois
Maryland
Stevens Inst of Tech
Williams
Amherst
Swarthmore
Wellesley
Bowdoin
Pomona
Middlebury
Carleton
Claremont McKenna
Haverford
Davidson
Vassar
Washington Lee
Colby
Hamilton
Harvey Mudd
Wesleyan
Bates
Grinnell
Smith
Colgate
Oberlin
Macalaster
Scripps
Bryn Mawr
Colorado College
Kenyon
Richmond
Barnard
Bucknell
Holy Cross
Pitzer
Franklin and Marshall
Whitman
Mt. Holyoke
Union
Occidental
Centre
Connecticut College
Reed
Illinois
Rutgers
Binghamton
Georgia
Clemson
Minnesota
South Carolina
UT Austin Plan II
Virginia Tech
Stony Brook
Kansas
Ohio State
Auburn
Kentucky
Oklahoma
Tennessee
Washington
Connecticut
Florida
Penn State
Miami Oh
Texas A&M
Nebraska
UC Davis
Indiana
Delaware
Florida St
Ohio Univ
UC Santa Barbara
Michigan St
Utah
Purdue
Colorado
Vermont
Temple
Missouri
North Carolina St
Massachusetts
UC Irvine
Univ at Buffalo
Wisconsin
Mississippi
Colorado St
LSU
Oregon St
Iowa
Oklahoma St
Oregon
Arizona St
Arizona

Honors “Contract” Courses Can Be Valuable if…

Occasionally, we report on the developing scholarly research related to honors colleges and programs, much if it published by the Journal of the National Collegiate Honors Council (JNCHC).

As we have been analyzing honors curricula and course offerings for the next edition of our book, we have again observed that most honors programs give students the option to “contract” with a faculty member to do more in-depth work in a non-honors section in order to receive honors credit.

In her 2005 JNCHC article, “Contracting in Honors,”Kambra Bolch, then with the Texas Tech Honors College, sought to answer this question: “Does contracting really measure up to the expectations of the honors experience?”

Now well established, the Texas Tech Honors College dealt forthrightly with this question a decade ago, and Ms. Bolch deftly recounts the experience and then offers answers that should be of interest to prospective honors students and their parents, who should inquire about the frequency and quality of honors contract courses.  (Please see “Solutions” below.)

“Despite a significant growth in the college’s resources and a corresponding increase in its ability to offer stand-alone honors courses, a number of students, particularly in the engineering and science disciplines, still had difficulty completing the required 24 hours of honors coursework to earn an Honors College designation on their diploma,” she wrote.

Another factor leading to more honors contracts was that dual credit and advanced placement credit gave many honors students a chance to apply those credits to general education requirements instead of taking honors courses.  These students then had to find ways to meet the 24-hour requirement, and the use of contract courses increased.  (Now, the college does not allow advanced placement test scores to replace honors courses.)

But the increase in contract courses carried a series of problems.  The typical honors component of non-honors classes was an extra paper, but these were often turned in at the very end of the term, with little previous contact between the professor and honors student, “a situation that seemed antithetical to the expectations of an honors experience.”

Then even more serious issues arose.  Some students submitted plagiarized papers at the last minute, leaving little time to discover the dishonesty.  The quality of legitimate contract work was also uneven.

Accepting that honors contracts had to be retained in some form, the college began a series of meetings, including faculty.   In the end, they came up with the following steps to ensure that honors contracts did in fact meet “the expectations of the honors experience.”

SOLUTIONS…

To ensure the quality of contract credits, the college alone certifies the contract work as worthy of honors credit even though faculty retained the authority to issue whatever grades they thought appropriate.

More importantly, the contract forms themselves became much more detailed and specific.

The information sheet “emphasizes three components of the additional work required for the contract: 1) that the student complete a substantial paper or project (15-20 page research paper or a project of equivalent time/effort); 2) that the student share the knowledge/skills/experiences gained through the paper or project with an audience of some sort; and 3) that the faculty member and student have regular contact outside of class to discuss the student’s progress and answer questions regarding the paper or project.”

In addition, the student is “required to state specifically on the contract form how he or she will meet each of the three requirements. At the midpoint of the semester, the faculty member is asked to provide a brief report on the contact he or she has had with the student and to assess the student’s progress to date.”  An honors college staff person, or persons, is designated to work with all contracts and professors, thereby developing valuable knowledge about courses, grading, requirements, and the range of disciplines open to contracts.

Finally, the college began allow honors students to enroll in graduate courses for honors credit.  Because the courses almost always feature seminar engagement along with rigorous reading and research requirements, they definitely meet the expectations of the honors experience.

UGA Center Is Incubator for Excellence in Undergraduate Research

The track record of the Center for Undergraduate Research Opportunities (CURO) at the University of Georgia makes the center a model of “high-impact” practices that allow students of exceptional promise to engage in faculty-mentored research almost from the day they arrive at the Athens campus. 

Founded in the late 1990s, CURO allows undergraduates, including non-honors students, to

  1. “create a self-selected research career, allowing them to earn credit hours which can count towards degree program completion.
  2. “gain access to presenting (Symposium); funding (Summer Fellowships) and publishing (JURO, the Journal of Undergraduate Research) opportunities.
  3. “form a mentoring relationship focused on conducting research and professional development.
  4. “develop a deeper understanding of their chosen field by working closely with a research faculty mentor.”

As evidence of the center’s success, UGA can point to the involvement of all of the university’s Goldwater scholarship winners in CURO since the center’s inception, and to the fact that CURO has “figured prominently in the programs of study” for 5 Rhodes Scholars,  5 Gates Cambridge Scholars, 4 Marshall Scholars, 3 Mitchell Scholars, 5 Truman Scholars, 5 Udall Scholars, and Fulbright Student Scholars.

We believe that the Goldwater awards are a strong indication of the level of undergraduate support and mentoring at a given institution, and UGA and CURO offer two special programs to augment the already impressive features of the center:

Summer Fellowship Program–In this extremely intensive program, students submit research proposals for 30 fellowships each summer.  If selected, students spend 320-400 hours over the summer working closely with one or more faculty mentors on the research project that the student has self-selected.  The summer fellowship program has “led directly” to 4 Goldwater  and 2 Udall Scholarships.

CURO Honors Scholarship Program–Honors students in their very first semester at UGA may begin their participation in this program, which focuses on developing the writing, presentation, and other professional skills necessary to clarify and develop their research, and to make it as persuasive as possible.  To date, 7 honors scholars have gone on to win Goldwater scholarships.

Please go to this link for more information on CURO eligibility.


Advice for the Successful Honors Student: Get (Deeply) Involved in Research

Editor’s Note:  Thanks to Hutton Honors at Indiana University for providing this update showing how important undergrad research is for graduate school admission and for employment opportunities. 

Honors students engaged in intensive research endeavors are attractive to top graduate schools and to great companies.

Consider the Cox Research Scholars Program administered by Indiana University’s Hutton Honors College.

Cox Research Scholars are selected through a competitive process to study and apprentice all four years with an Indiana University faculty mentor on research or creative activity.  Each student receives a renewable scholarship and stipend that covers the total cost of attendance.

According to data compiled by the Hutton Honors College, by December of 2012, the Cox graduating class of 2011 had a 100 percent placement rate (either in graduate school or in jobs), while the 2012 cohort clocked in at 87 percent.  Graduate school-bound Cox alumni are studying at, among other institutions, MIT, Emory School of Medicine, the University of Chicago, and NYU’s School of Law.  Cox alumni are also employed at Deloitte Consulting, Cummins Inc., Price Waterhouse Coopers, and General Mills.

Anecdotal evidence suggests that it’s not merely research experience that gets the attention of recruiters, but rather, demonstration of research commitment and results.  In 2012, alone, Cox Research Scholars co-authored or presented more than 20 papers at major research conferences.

More at: http://inside.iub.edu/editors-picks/fyi/2013-01-24-iniub-fyi-cox-scholars.shtml