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Indiana University Southeast
2013-2014
Honors Program
Manual:
A Guide to Understanding
the HP
Table of Contents
HP Philosophy ……………………………………………………… 3
HP Mission Statement ………………………………………….. 4
HP Goals ………………………………………………………………. 5
Remaining in the Honors Program ………………………. 6
Honors Program Scholarships …………………………… 7
Honors Course Criteria ………………………………………. 8
How do HP Courses Fit into a Degree Program? …. 10
Requirements for Tier One …………………………………. 11
Requirements for Tier Two …………………………………. 12
Advising Check Sheets ………………………………………….13
E-Portfolio ………………………………………………………….. 17
E-Portfolio Checklist …………………………………………. 21
Honors Project Proposals …………………………………. 22
Faculty Mentors and Mentees ……………………………. .23
The Honors Community ……………………………………….. 24
Mid East Honors Association Conference …………. 25
HP Graduates – Where are They Now? ………………. 27
HP Mascot ……………………………………………………………. 38
HP Staff ………………………………………………………………. 40
HP Student Contracts ………………………………………
41
Philosophy
The Indiana University Southeast Honors Program (IUSHP) is designed to
promote a rigorous and nurturing academic program for talented,
motivated, and highly curious students.
With the evolving goal of gaining a view of the interdependence
between various academic disciplines in addressing eternal
human questions, students will have the opportunity to take a
variety of multidisciplinary courses.
In an act of intellectual self-reliance, students choose whether to design
their own honors project, participate in their academic major’s honors
program, or conduct their own research projects as they complete the
requirements of the IUSHP.
3
Mission Statement
The mission of the Indiana University Southeast Honors Program (IUSHP) is
to serve the entire Indiana University Southeast community, and to give
Honors students the strongest possible
academic experience, to promote responsibility
for their own learning, to encourage a concern
for other people, and to offer the resources to
become active contributors to society.
Furthermore, the IUSHP is meant to cultivate
academic excellence and the ability to be
intellectually self-reliant and to work effectively
with others.
Recognizing the profound impact of education upon the student's intellect
and values, we balance the challenges posed by the IUSHP's high standards
for academic, personal, and social development with support from a
nurturing community.
4
Goals
The IUSHP reflects the mutual commitment of both students
and faculty to achieve the following goals:
• To create an atmosphere of intellectual inquiry with
an emphasis on scholarly interdependence and selfreliance;
• To foster an environment of intellectual flexibility
and creativity;
• To encourage academic and personal camaraderie
among all participants;
• To nurture the intellectual and personal
development of all participants;
• To benefit the entire campus through mentorship,
service learning and applied
learning, campus and
community citizenship,
leadership, and outreach
activities.
5
How do students remain in
the Honors Program?
Students in Good Standing maintain regular enrollment in HP classes (generally 3
semesters out of every 4), regularly participate in HP events and activities, and
maintain a GPA of at least 3.3. In addition, students should update their eportfolio each semester and visit with the Honors Program Director (in a scheduled
meeting) at least once per semester. Students should also make progress toward
their degree by maintaining a required course load (at
least 12 credit hours for full time students, and at least
6 credit hours for part time students) and making
progress toward their degree by successfully
completing a minimum of 75% of total attempted
coursework.
Inactive Students are those who have not been enrolled in an Honors class for two
consecutive semesters and do not maintain regular communication with Honors
Program Staff. Inactive Students who do not respond to communication requests
will be dismissed from the Honors Program after two consecutive semesters of
inactivity.
Students will be placed on Academic Probation if their GPA falls below
3.2. Students placed on Academic Probation are expected to hold a half-hour
conference with the Honors Program Director to discuss plans for future academic
success. If the student’s GPA does not improve after two consecutive semesters,
the student will be suspended. Suspended students may be able to enroll in
Honors classes with the approval of the Director, but students will lose priority
registration privileges. Students suspended for more than two consecutive
semesters without showing evidence of improvement will be dismissed.
In each of the circumstances detailed above, prompt communication with the
Honors Program Director and Honors Program Staff is essential. Students will
receive notification of any change in standing within three weeks of the conclusion
of each semester; such notifications will be sent via email.
6
Chancellor’s Honors Program Scholarships:
Important Information for Students
How do I apply for an Honors scholarship?
All incoming Honors students are automatically considered for an Honors scholarship. Current students will
be considered if they meet the following criteria:
-
Students should be in good standing in the Program, through regular enrollment in Honors courses and
regular participation in Honors activities
Students should read, sign, and return the Honors Student Contract
Students should maintain a GPA of at least 3.4
Students should be making acceptable progress toward their degree.
What factors do Honors Scholarship Committee Members consider?
For students meeting the criteria above, Scholarship Committee Members will consider the following factors:
-
GPA, both in Honors classes and overall
Current and past participation in Honors Program events and activities
Current financial aid, including loans and grants
Additional information, including personal circumstances and needs
If at any time you would like to submit information for the Honors Scholarship Committee to consider, please
submit your information in writing to [email protected].
Do all Honors students receive scholarships?
No, but Honors students are considered for an Honors Scholarship, if such funds exist. Incoming students are
considered for scholarships after they confirm their acceptance into the Honors Program (thus it is imperative
that incoming students submit applications and return acceptance forms as promptly as possible), and
returning students are considered at the conclusion of each academic year.
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Honors Course Criteria
Honors courses are designed to encourage academic inquiry. The
Honors Council analyzes course proposals for features that
distinguish them as suitable for the Indiana University Southeast
Honors Program (IUSHP). Thus, Honors course proposals address
some, if not all, of the following criteria:
1) Students will be challenged to develop in-depth
understanding of the subject matter of the course;
2) Students will have the opportunity to use primary source materials
rather than relying solely upon textbooks;
3)Students will have the opportunity to form learning communities
during the course of the semester;
4)Students will be given the opportunity to develop appropriate
research skills;
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5) Students will be encouraged to appreciate the
interdependency of various academic
disciplines;
6)Students will experience a variety of learning
activities;
7)Students will benefit from an
evaluation of their work that is based on
standards and methods designed to
encourage self-reliance, creativity, critical
thinking, and intellectual risk-taking;
8) Students will be evaluated based on standards and methods
that require demonstrated competency and mastery of course
objectives rather than relying solely upon the accumulation of
points, percentages, and grades.
9
How do Honors Courses fit into a degree program?
HON-H 103
HON-H 103 will fulfill certain general education
requirements for Honors students. The course
replaces ENG-W131 for Honors students OR
fulfills the diversity requirement for general
education. (Please note that some programs have
opted out of the diversity requirement. If you’re
unsure about the existence of a diversity
requirement in your program, contact your
regular academic advisor.) In addition, one
section of H 103 is offered typically as a first year
seminar during the fall semester.
HON-H 104
HON-H 104 will fulfill certain general education requirements for
Honors students. The course replaces SPCH-S 121 for Honors
students OR fulfills the critical thinking requirement for general
education. (Please note that some programs have opted out of the
critical thinking requirement. If you’re unsure about the existence
of a critical thinking requirement in your program, contact your
regular academic advisor.)
OTHER HONORS COURSES
All other Honors courses, including H 306, H 307, and H 400, do not count toward
general education requirements. Honors students are encouraged to use these
Honors classes to fulfill elective credit requirements in their major.
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Course Requirements for Tier One
(University Honors Minor):
1) Successful completion of the Honors Seminar Sequence* (HON H103 and
HON H104). This is a two-semester sequence of classes designed to provide
students with a common intellectual experience and the guidance they will need
in preparing research projects for the Mideast Honors Conference and/or the IU
Southeast Student Conference.
2) Successful completion of at least two 300-level multidisciplinary Honors
courses. These are Honors electives. The course topics vary from semester to
semester.
*The Honors Seminar Sequence courses have been approved to replace certain general education
requirements. HON H103 replaces ENG W131 and it also fulfills the diversity requirement**. HON
H104 replaces SPCH S121 and it also fulfills the critical thinking** requirement. In addition, one
section of H103 is offered as a first year seminar in the fall to serve students who need to fulfill the
first year seminar requirement.
**Some programs have chosen to opt out of the diversity and/or critical thinking requirements.
Please contact your academic advisor, if you are unsure about the existence of a diversity
requirement in your major.
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Course Requirements for Tier Two
(University Honors Scholar):
1. Successful completion of at least two 300-level multidisciplinary Honors
courses. These are Honors electives. The course topics vary from semester to
semester.
2. Successful completion of an Honors project, according to the guidelines of one
of the following tracks:
a) Research Minor Track
b) An individual honors project or curriculum,
defined in concert with the HP Director and
appropriate faculty; examples include studying
Farsi or developing a Day of Service
c) Discipline-based, satisfying the
requirements of the student’s major
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Indiana University Southeast Honors Program
Advising Check Sheet
Tier I: University Honors Minor
General Requirements
I. Presentation of Project (choose at least one):
______ Presentation at Regional/National Conference
______ Presentation at IUS Student Conference
______ Presentation at Brown Bag event (scheduled at least one semester in advance)
______ Public Performance/Display (such as a BA/BFA installation)
II. Portfolio Requirement:
______ Develop and maintain an Electronic Portfolio: At the minimum, a completed assignment and metacognitive letters should
represent each HP and/or MLS course taken.
Course Requirements
I. Tier One Required Courses:
III. Tier One Electives (choose any 2 of the 4):
______ HON-H 103 (3)
______ HON-H 306 (3)
______ HON-H 104 (3)
______ HON-H 306 (3)
II. Tier One Project (H103/H104 Project):
______ HON-H 307 (3)
______ Research, Applied, or Service-Based (0)
______ HON-H 307 (3)
Graduation Requirements
______ Meet with Director AT LEAST 8 weeks PRIOR to the end of your final semester
______ Email titles of all Honors projects to HP staff prior to meeting with the Director
______ Complete Electronic Portfolio, including:
____ Writing Samples: H103 reading response and metacognitive letter, H104 final research paper and metacognitive letter,
H306 or H307 choice of best writing
____Speaking: H103 presentation with metacognitive letter, H104 presentation with metacognitive letter
____Reflective Essay: a personal reflection of your experience in the HP
____Any other pertinent materials which you feel represent or reflect your work in the HP.
*Students wishing to vary from any of the above requirements must submit a course substitution form to the Honors Program for approval. Ideally,
this process will take place before the course is taken.
**Students approaching graduation should alert HP staff of their intended graduation at least one semester PRIOR to their graduation. For example,
students graduating in December should inform the HP offices no later than the start of August.
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Indiana University Southeast Honors Program
Advising Check Sheet
Tier II: University Honors Scholar
General Requirements
I. Presentation of Project (choose one):
______ Presentation at Regional/National Conference
______ Presentation at IUS Student Conference
II. Tier Two Students Must Choose and Complete the
Requirements of One of the Three Honors Tracks:
______ Presentation at Brown Bag event (scheduled at least
one semester in advance)
1. Research Minor Track:
Students working on the Honors Research Minor should enroll
in at least one hour of HON-H 400 each semester that the
project is in progress.
______ Public Performance/Display
______ HON-H 400 (1-3)
______ HON-H 400 (1-3)
II. Portfolio Requirement:
______ Develop and maintain an Electronic Portfolio: At the
minimum, a completed assignment and metacognitive letters
should represent each HP and/or MLS course taken.
2. Individualized Track:
Students working on the Individualized Track should enroll in
at least one hour of HON-H 495 each semester that the project
is in progress.
______ HON-H 495 (1-3)
Course Requirements
______ HON-H 495 (1-3)
I. Tier Two Electives (choose 2 of the 4):
______ HON-H 306 (3)
______ HON-H 306 (3)
3. Discipline-Based Track:
Discipline-Based Honors are currently available in select
academic departments at Indiana University Southeast. For
information on availability and requirements in your major,
contact your school or department office.
______ HON-H 307 (3)
III. Tier Two Project:
______ HON-H 307 (3)
______ The Culmination of Work in the Honors Track (0)
Graduation Requirements
______ Meet with Director AT LEAST 8 weeks PRIOR to the end of your final semester
______ Email titles of all Honors projects to HP staff prior to meeting with the Director
______ Complete Electronic Portfolio, including:
____ Writing Samples: include final essays/projects from all HP seminars
____Final Project: H400/495 final written project, and documentation of project presentation (power point, etc.)
____Reflective Essay: a personal reflection of your experience in the HP
____Any other pertinent materials which you feel represent or reflect your work in the HP.
*Students wishing to vary from any of the above requirements must submit a course substitution form to the Honors Program for approval. Ideally,
this process will take place before the course is taken.
**Students approaching graduation should alert HP staff of their intended graduation at least one semester PRIOR to their graduation. For example,
students graduating in December should inform the HP offices no later than the start of August.
14
Indiana University Southeast Honors Program
Advising Check Sheet
University Honors Fellow
General Requirements
I. Presentation of Project (choose one):
______ Presentation at Regional/National Conference
______ Presentation at IUS Student Conference
______ Presentation at Brown Bag event (scheduled at least one semester in advance)
______ Public Performance/Display
II. Portfolio Requirement:
______ Develop and maintain an Electronic Portfolio: At the minimum, a completed assignment and metacognitive letters should
represent each HP and/or MLS course taken.
Course Requirements
V. Tier Two Students Must Choose and Complete the
Requirements of One of the Three Honors Tracks:
I. Tier One Required Courses:
1. Research Minor Track:
______ HON-H 103 (3)
______ HON-H 104 (3)
Students working on the Honors Research Minor should enroll
in at least one hour of HON-H 400 each semester that the
project is in progress.
II. Tier One Project (H103/H104 Project):
______ HON-H 400 (1-3)
______ Research, Applied, or Service-Based (0)
______ HON-H 400 (1-3)
______ HON-H 400 (1-3)
III. Tier One Electives (choose 2 of the 4):
2. Individualized Track:
______ HON-H 306 (3)
______ HON-H 306 (3)
Students working on the Individualized Track should enroll in
at least one hour of HON-H 495 each semester that the project
is in progress.
______ HON-H 307 (3)
______ HON-H 495 (1-3)
______ HON-H 307 (3)
______ HON-H 495 (1-3)
IV. Tier Two Electives (choose 2 of the 4):
______ HON-H 495 (1-3)
______ HON-H 306 (3)
3. Discipline-Based Track:
______ HON-H 306 (3)
Discipline-Based Honors are currently available in select
academic departments at Indiana University Southeast. For
information on availability and requirements in your major,
contact your school or department office.
______ HON-H 307 (3)
______ HON-H 307 (3)
III. Tier Two Project:
______ The Culmination of Work in the Honors Track (0)
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Graduation Requirements
______ Meet with Director AT LEAST 8 weeks PRIOR to the end of your final semester
______ Email titles of all Honors projects to HP staff prior to meeting with the Director
______ Complete Electronic Portfolio, including:
____ Writing Samples: H103 reading response and metacognitive letter, H104 final research paper and metacognitive letter,
final essays/projects from all HP seminars
____Speaking: H103 presentation with metacognitive letter, H104 presentation with metacognitive letter, documentation of
final project presentation (power point, etc)
____Reflective Essay: a personal reflection of your experience in the HP
____Any other pertinent materials which you feel represent or reflect your work in the HP.
*Students wishing to vary from any of the above requirements must submit a course substitution form to the Honors Program for
approval. Ideally, this process will take place before the course is taken.
**Students approaching graduation should alert HP staff of their intended graduation at least one semester PRIOR to their graduation.
For example, students graduating in December should inform the HP offices no later than the start of August.
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1.) What’s an E-portfolio?
Like a “standard” portfolio, an electronic portfolio is meant to serve a number of purposes, including the
following:
1) To permit students to archive and review their own work, and see the arc of their development
throughout the semester and throughout college (i.e. as a writer, a thinker, a researcher, and a public
speaker)
2) To permit students to think systematically about their goals as learners and about the ways they might
best meet these goals
3) To permit HP faculty members and external reviewers to view and review student work, seeing students’
development over time, as well as to communicate with individual students and other faculty members
about student development
4) To provide a basis for evaluating the effectiveness of the Honors Program curriculum in helping
students meet the Honors Program’s Student Learning Outcomes (SLO)
What are the IUSHP’s Student Learning Outcomes (SLO)?
Every course in the Indiana University Southeast Honors Program, from Honors H103 to Honors H-495, is
designed to foster student growth and development in the areas listed below. It is our intention that Honors
Program students will graduate from Indiana University Southeast as solid critical thinkers, clear writers, and
effective public speakers.
Additionally, the Honors Program gives students numerous opportunities to develop their capacity to sort
through information, understanding the difference between credible sources and those that are not, and to
develop their ability to manage multi-step projects from conception to completion.
Critical Thinking (CT): Honors students will exhibit cross-discipline-based higher order thinking skills, the
ability to select and organize credible evidence to support converging arguments, and the ability to solve or
academic problems using strategies appropriate to the task at hand.
Writing: Honors students will create and construct written works in various academic modes in order to
communicate clearly, knowledgeably, and effectively.
Speaking: Honors students will develop speaking skills in order to communicate clearly, knowledgeably, and
effectively, and to express ideas and concepts in multiple formats.
Project Management: Honors students will conceive, plan, and execute a high-quality research, creative, or
applied capstone project in the appropriate disciplinary or multi-disciplinary context.
Information Literacy (IL): Honors students will be able to acquire, analyze, evaluate, and disseminate
information and will use this information ethically.
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Where these Outcomes will be introduced (I), reinforced (R), mastered (M), and assessed (A):
Course
CT
Writing
Speaking
Project Management
Honors 103
I
IA
I
I
Honors 104
RA
R
RA
RA
Honors 306
R
RA
R
R
Honors 307
R
RA
R
R
Honors 400
MA
MA
MA
MA
Honors 495
MA
MA
MA
MA
Where Direct Assessment will take place (for program review and to assess curricular effectiveness):
CT
Writing
Speaking
Project Management
H104
H103
H103
H103
H104
H104
H104 (presentation)
H400/495
H400/495
Portfolio
Portfolio
H400/495
Portfolio
Portfolio
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What’s a Metacognitive Letter?
The best definition we’ve found comes from the Oxford English Dictionary, which defines it as: “Awareness
and understanding of one's own thought processes, especially regarded as having a role in directing those
processes.” The earliest uses of the word are below, and I’ve placed the most pertinent example in bold-face:
1972 L. R. GLEITMAN et al. in Cognition 1 161 The lower-order process often proceeds without any metacognition... Examples of meta-cognition in memory are recollection..and intentional learning. 1977 Child Devel.
48 1/1 Metacognition refers to the individual's knowledge concerning his own cognitive processes, and the
development of such self-awareness in children has become a topic of considerable interest. 1981 Monogr.
Soc. Res. Child Devel. 46 No. 5. (serial no. 192) 3 Metacognition means knowledge and cognitive activity that
takes cognitive phenomena as its object. 1999 Korean Jrnl. Thinking & Problem-solving 9 85 Theoretical
perspectives from different areas of psychological studies..are presented, to demonstrate the construct utility of
metacognition.
Basically, metacognition involves being aware of yourself as a learner and learning how to modify your
learning processes to achieve the best possible end. Metacognition requires self-knowledge, goal-setting, timemanagement, analysis, and taking responsibility for your own learning.
A metacognitive letter is your opportunity to reflect upon any artifact you will be loading into your e-portfolio.
You’ll address at least some of the following things:
1) The development of the artifact, for instance the revision process, or the research you undertook as you
isolated your ideas
2) The strengths of the artifact
3) The things that disappointed you as you polished the artifact for inclusion
4) Your goals for your next project. For instance, will you work on making eye contact with your audience
in future speeches? Will you widen the net in your next research undertaking, being more attentive to
the quality of the research materials you’ve isolated? Will you remember that Student “Z” was the best
peer-reviewer you’ve ever had, and make sure to stay in contact with Student “Z” as you complete your
next projects?
5) What you’ve learned in the process
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2.)
Accessing/editing the e-portfolio
How Does a Student Add Artifacts to the E-portfolio?
PC users:
From a campus computer, please access the RUN prompt (the right, bottom of the menu that appears when you
click the start button on the bottom of your home screen) and type in the following address
\\se-cser-nas1\Honors_Program\Students
Once you’ve accessed the shared, secure drive, please select the “Eportfolio” folder. All current Honors
students will find folders have been made for them within the “Active” file, sorted alphabetically according to
last name. To upload the materials you’ll place in your electronic portfolio, simply copy and paste the
appropriate files. The annotated portfolio chart included (above) should provide you with most of what you
need to understand about what’s expected of you.
MAC users:
If you have an OS X Leopard Mac, then do the following:
Use the “goto server” command, or command key-K, with this address:
Smb://se-cser-nas1.ads.iu.edu/Honors_Program
Type the address as it appears above, or copy and paste into the server name field. Then, fill in the user's ADS
username and password to create the server link. If you have an OS X Tiger Mac, then you will need to create a
secure Kerberose link to Nas1. To do this, you will need to install the Kerberos patch from IU Ware:
http://kb.iu.edu/data/atse.html
This file will create the secure communications tunnel between the user’s Apple and the Nas1 server. Then, do
the “goto server” command, or command key-K, using the above Smb address. Type the address as it appears
above, or copy and paste into the server name field. Then, fill in the user's ADS username and password to
create the server link.
Connecting to the E-portfolio From Off Campus:
Students can access that network location from home if they make a VPN connection to the IUS
network. Directions are here:
http://kb.iu.edu/data/akko.html
If you have any problems connecting to your E-portfolio, please contact the HP Office at 812-941-2587. You may also
phone the IT Help Desk at 812-941-2447.
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E-Portfolio Checklist
To access your e-portfolio, take the following path:
\\se-cser-nas1\Honors_Program
*note* type or cut and paste this into the “Run” menu on a campus computer. To access your e-portfolio off
campus, you’ll need to establish a vpn connection first. Instructions on how to do this are found
here: Sslvpn.ius.edu (you’ll need your username and password)
Once you’ve accessed the Honors Program shared drive, you’ll need to open the “Students” folder, then select
“E-portfolios,” then “Active,” then your individual folder (folders are organized alphabetically by last name).
Once you’ve accessed your portfolio, you need to be sure it includes (at a minimum) the following:
For Honors Research Minor (Tier I) Students:
____Writing Samples: H103 reading response and metacognitive letter, H104 final research paper and
metacognitive letter, H306 or H307 choice of best writing
____Speaking: H103 presentation with metacognitive letter, H104 presentation with metacognitive letter
____Reflective Essay: a personal reflection of your experience in the HP
____Any other pertinent materials which you feel represent or reflect your work in the HP.
For Tier II (University Honors Scholar) Students:
____Writing Samples: include final essays/projects from ALL HP seminars
____Final Project: include final project findings and summaries
____Metacognitive Letter: a personal reflection of your experience in the HP
____Any other pertinent materials which you feel represent or reflect your work in the HP.
Tips for both Tiers:
You may organize your portfolio with folders labeled according to course title or semester. Please do not upload
materials without organizing them. You may leave your reflective essay unfiled – just be sure to name the file
“Reflective Essay” so that it can be easily identified.
If this sounds complicated, please don’t fret – just think of the e-portfolio as a place to showcase your best and
brightest work from your HP experience. For instance, if you gave a particularly stunning presentation in one
of your HP seminars, you may wish to upload your powerpoint slides or presentation notes as a reflection of
that experience. In similar fashion, if you presented one of your Honors projects at a research conference, you
may wish to include your reflections on that experience.
The HP Office Staff is always available should you have questions or concerns about this requirement. Please
don’t hesitate to send an email ([email protected]) or drop by the office (KV235).
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Honors Project Proposals
The following format should be used when planning to do work toward the Honors
Research Minor or Individualized Honors Track. All proposals must be reviewed and
approved by the Honors Program Director, in consultation with the Honors Council.
Procedure: Student should submit a complete research proposal of no more than
six (6) double-spaced, typed pages written with the educated lay reader in mind. The
proposal should include a title and the following elements clearly labeled:
1. Statement regarding the significance of the project;
explain why it is important and what difference the results
will make.
2. Statement of hypothesis, research question, or
creative objective in a form appropriate to the discipline in question.
3. Detailed statement of methods and plan of work, including a timetable.
Provide appropriate research risk documentation if relevant.
4. Statement of the applicant’s qualifications and training to carry out the
project.
5. Name of faculty mentor (The Honors Director may serve
in this capacity).
6. A signed and sealed letter of support from the faculty mentor evaluating
the student’s ability to carry it out in a timely manner and indicating what
role the mentor will play.
*Please note that a limited number of Undergraduate Research Fellowships are available each semester through the
Office of Academic Affairs. More information is available on their website:
http://www.ius.edu/acadaffairs/studentresearch.cfm
**Any project that involves human subjects must be approved through the Office of Academic Affairs. For more
information on research compliance, visit their website: http://www.ius.edu/acadaffairs/humansubjects.cfm
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Faculty Mentors and Mentees
There is no one “best” way for a faculty member and student’s working relationship to look, and the
Indiana University Southeast Honors Program has no interest in making blanket generalizations or “mandatory
requests” of those faculty members who kindly agree to mentor Honors Program students through their research,
applied, or service projects. In the interest of offering some guidance, however, we do have some suggestions and
observations that we hope will make the Honors project process clear and frustration-free.
Principle 1: Honors Program students are responsible for their own learning, and their mentors are not required or
expected to define the student’s task, ride herd on the student, or chase after any student for missing assignments.
Principle 2: Honors Program students should rely on their mentors for their expertise and wisdom as professionals.
A student may present a proposal, and, should the mentor find it too broad, too narrow, or based upon faulty
premises, that mentor should certainly raise concerns and or objections.
Principle 3: Honors Program students are to present their mentors with proposals, methodologies, and a timeline
for work to be done. Mentors should feel free to suggest revisions in all these documents, based upon their own
experience and expertise. Ideally, such proposals are offered to mentors prior to the term in which the work is to
be undertaken, in order that the project may take place throughout the semester.
Principle 4: Honors Program students are to offer mentors updates as frequently (or infrequently) as their mentors
suggest is appropriate. In addition, students should schedule and attend a minimum of two appointments with the
Honors Program Director during the course of the semester.
Principle 5: During the regular academic year, each credit hour of project or research should equate to 5 hours of
work on the project. During the summer, that number should be adjusted upward, to the area of 10 hours of work
per credit hour. Thus, students and mentors should compare the scale of the student’s project to the number of
credit hours the student is undertaking.
Principle 6: There will be opportunities for students to share their progress with other student colleagues.
Students should consider these opportunities mandatory, and should attend with a willingness to help create and
maintain a scholarly community; thus, students should be prepared to listen to each other, ask questions, and offer
and entertain suggestions.
Principle 7: The mentor will please send the Honors Program Director a note near the end of the semester,
detailing his or her observations about the quality of the student’s work, the diligence with which the project has
been undertaken, and any suggestions about what needs to be done before the project can be said to be complete.
The Director will take these letters, the student’s participation in group meetings, the student’s submission of
assignments, and the student’s attendance at meetings with the Director into account in assigning a grade to the
student for the semester.
Principle 8: The student, the mentor, and the director of the Honors Program should show appreciation and
respect for each other’s time and efforts on behalf of the student’s educational experience. The director, for
instance, will endeavor to answer questions promptly, and to serve as a resource for both the faculty mentor and
the student. Students and faculty members will ideally have a vital working relationship, in which the student
learns both the facts and protocols of his or her discipline, while also growing in an understanding of themselves as
members of an academic community.
23
The Honors Program Community:
How Can You Get Involved?
HPSAB
The Honors Program Student Advisory Board (HPSAB) frequently organizes
student events, including movies, fundraising events, and volunteer
activities.
The purpose of the Honors Community is to provide a social network that
promotes the following for its members through their collegiate and
professional careers:
• Personal and social development
• Academic growth
• Development of professional skills and contacts
For more information about HPSAB, please contact
HPSAB Chair Jazmin Trejo at
[email protected] or [email protected].
Facebook!
Both the HP and HPSAB have Facebook Group Pages
(“IU Southeast Honors Program” and “IU Southeast HP Student Advisory
Board,” respectively), which we welcome and invite you to join. These are a
great way to stay “plugged in” to Program events and activities, both social
and academic.
HP Activities & Events
HP Events vary from semester to semester. Past events
include:
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Religious Discussion Forum
Academic Conferences
Participation in Campus Activities
Professor’s Pick Film Night Series
Game Nights
Graduate School Prep Workshop
Financial Aid Workshop
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MEHA!
The Mideast Honors Association is comprised of honors colleges and
programs from the following states:
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Eastern Illinois
Indiana
Northern Kentucky
Southern Michigan
Ohio
West Virginia
One of the perks of being an Honors Program member is the opportunity to
attend the annual MEHA Conference. Past conferences have been held in
Indianapolis, Indiana; Dayton, Ohio; and Kalamazoo, Michigan.
What do HP students have to say about MEHA?
Rachel Yeager:
MEHA was both an intellectually stimulating and a socially
encouraging experience. Academically, attending MEHA helped me in
two ways. Primarily, it motivated me to work harder and research
further into my own research topic. Especially after already spending
an entire semester working on the paper, the conference provided an
added impetus for me to complete my research. I was further
challenged by going to MEHA because I was exposed to many new and
interesting research ideas. Going to MEHA also enabled me to
become familiar with the research topics of the other honors
students at my university. Although I had met almost all of the students from my campus that
attended MEHA, I knew very little about them, and nothing about their research topics. MEHA
provided us with an arena to get to know about our fellow students’ projects. A few topics that I
never would have considered before attending MEHA include a research project on the effects of
store placement of products and also the color of the stores and the effect that different colors have
on shoppers’ buying habits, and another presentation that discussed the prevalence of “esports.”
Until seeing the student’s presentation at MEHA, I did not even know that esports existed, much less
what they encompass. These were both subjects completely outside of my usual realm of interests,
but they provide an excellent example of how MEHA broadened my horizons academically.
MEHA provided me with an opportunity to attend an academic conference, which is
something that I had never done before. It was useful in preparing me for what future conferences I
may attend might be like. The atmosphere present throughout the conference was conducive to
learning and meeting other diligent students. I would highly recommend this conference to anyone
looking to push themselves academically and socially.
25
Melanie Smith:
My favorite component of the conference was the opportunity to witness the
diversity of research conducted by honors students across the region. The
interdisciplinary courses of the IU Southeast honors program, in addition to
general requirement courses, have introduced me to other subjects;
nevertheless, as an upper-class English major, I have not often ventured
beyond my subject area. Over the weekend, I learned about everything from
Russian composer Dmitri Shostakovich to the movement of knobby periwinkle
snails in the Bahamas. These are topics I would not otherwise have been
exposed to, and I was immensely intrigued by the random bits of knowledge I
was able to collect.
It inspired me to experience the shared passions of students across so
many disciplines, and I feel that this conference helped me to better
appreciate other fields of study.
Julia Brinkworth:
This entire experience was one of not only academic, but also
personal growth. Participating in the MEHA conference not only
gave me the chance to travel, but to foster social relationships
with my peers and experience a wide variety of academic
research topics. I am now more confident as a traveler, as a
presenter, and even as an audience member. This trip was a
wonderful experience and I will always be grateful for the
opportunity to attend.
James Polivka:
My experience at the Mid-East Honors Association undergraduate conference did much to support the
spirit of independent investigation and camaraderie that the Honors Program seeks to foster. Since
the Honors Program has been an integral part of my time at IU Southeast, this conference was a
beneficial experience in tying together the different parts of the work that I have done.
Given that my plans after graduation include graduate
school, I am particularly happy that I was able to attend this
conference. Much of my time as a graduate student will be
spent preparing for and participating in conferences such as
this one, so it has been nice to have the opportunity to receive
such relevant preparation for the next level of my education.
Since undergraduate students typically have very limited
options to hone their public speaking in front of an unfamiliar
and diverse audience like there was at this conference, it was
truly a unique opportunity.
26
Honors Program Graduates:
Where are they now?
During my participation in the Honors Program I have been privileged to be a part of a very
structured, well-managed, professional, and challenging program which encouraged me to
become an even better student than when I began. As a non-traditional student, upon
applying to the University, I had long ago decided that I would strive to make the most of my
opportunities and excel to the best of my abilities. In making that determination, I decided
to apply to the Honors Program because I knew that it would be a great compliment to an
already rigorous course of study I had chosen to undertake. I was not disappointed in that
the Honors Program allowed me to take graduate level courses which certainly pushed me
to think more critically and to learn from accomplished graduate level faculty and students.
After overcoming my initial anxieties, I believe that I was able to navigate the responsibilities
required of me to successfully complete those requirements. Through my participation in
the Honors program I have also been privileged to serve as an officer on the Student
Advisory Board for 2 years. It truly has been a privilege to be a part of this group and to help
shape our course for those years and to hopefully set an example for my fellow Honors program students. In my time
serving not only have I gained friendships, I have become much more confident in my abilities as a student leader and
future advocate for others. We were able to assist community organizations such as Home of the Innocents and the
Kentucky Center for the Performing Arts and for me, nothing else has been more rewarding. The Honors Program works
to develop well-rounded students not just in the classroom, but also in our community and during my time in the
program I firmly believe we accomplished that goal. In the immediate future, I plan to take the LSAT exam later this
year, and I hope to begin law school by Fall 2014 with a focus in International Human Rights.
--Victoria Bennett, 2013 Graduate
I had my doubts when I received my invitation to apply to the Honors Program, but I
decided to rise to the challenge and take the educational opportunity. That was one
of the best choices I have made in my college career. The Honors Program has
challenged me to become a better learner as well as step out of my comfort zone.
The Honors Program has helped me to achieve my potential and has given me
confidence that I can succeed if I try something new. Honors courses allowed me to
educate myself on subjects outside of my major of interest. H306 taught me all about
insects. It coordinated scientific information with historical information about insects
through the last several centuries. I would have never had the opportunity to take
this kind of class without the Honors Program. It challenged me with my struggle with
biological science and also engaged me with my interest in the social sciences. H307 taught me about
globalization. This class also challenged me to learn more about economics and updated me about current political
events in the world. These classes gave me a unique set of knowledge. In addition, I got to know other Honors
Program students of different ages, students that I identified with because of my interest in learning and my
introverted personality.
I have enjoyed the irreplaceable experience of the Honors Program, and I am optimistic that this experience
will benefit me in my future aspirations. Because of the Honors Program, I have been able to take unique classes,
form bonds with people similar to and different from myself, and grow academically through challenging myself.
My accomplishments during the last three years have given me the confidence to continue to push myself in the
future to reach my full potential. I have achieved successes through the Honors Program that have not only
enhanced my college experience but will also provide a strong foundation for a bright future.
27
--Ariel Greenwell, 2013 Graduate
My courses in the Honors Program have served me well. While doing independent
research, I found a true passion of mine and hope to be able to expand my research into a
career. I acquired more knowledge on my research topic than I ever dreamed was possible,
and expanded the idea into multiple classes I took in my major. I was also pleased with the
H306 courses that I took. Both of the courses I took were completely out of my comfort zone
and challenged me, not only academically, but as a person as well. I was forced to discuss and
think about topics that made me entirely uncomfortable, while still maintaining an
appropriate academic setting. I am so grateful that I took these two courses and broadened
my knowledge and experiences, and I know that I am a better-rounded person because of it.
The experience that I had while in the Honors Program proved to be challenging, and at times I was unsure of whether
or not I would make it all the way through. However, now that I have finished all my requirements, I am going to be
forever thankful for the help the Honors Program provided me while in college. I have nearly no regrets about the
Honors Program, apart from wishing I had been more involved for a few years. I would recommend the Honors Program
to any student at IUS, and I wholeheartedly believe that the experiences that I had in the Honors Program have made
me not only a better student, but a better person.
-- Hannah Hatton, 2013 Graduate
As a freshman I was accepted into the Honors Program in 2008. Overall the IUS Honors
Program has had a positive impact on my life. I have improved my professional skills as well as
my social skills. Academically the HP excelled my intellectual thinking by having diverse
seminars and conferences. The introductory seminars, H103 and H104, allotted for an
interactive classroom, where both student and professor were free to discuss intricate and
innovate topics. Unlike the typical lecture class these interactive HP seminars allowed free
speech and collaboration of young attentive minds. These introductory classes provided me
with the confidence to interact in the classroom amongst peers. The upper level HP courses
broadened my knowledge on worldly issues. In addition the independent research courses,
H400 and H495, improved my time management and writing skills. In 2012 I received my
Associates of the Arts in Chemistry. In addition in May, 2013, I will receive my Bachelors of Science in Biology. My
ultimate career goal is to become a college professor and conduct biomedical research. After graduation I will
pursue a PhD. in Microbiology at IUB, where I was awarded a graduate teaching assistantship. As a young scholar
the Honors Program aided me in becoming the well-rounded scholar I am today. Through the Honors Program I
was able to associate with bright intelligent peers and excel in a challenging academic environment. The HP is more
challenging than the typical IUS degree; however, I believe it was well worth it. – Melissa Lamanna, 2013 Graduate
As an Honors student, I have had the privilege to expand my knowledge to other subject areas
besides my major. If it weren’t for the Honors Program, I would not have had the opportunity to
learn about interdisciplinary subject matter, the chance to present at MEHA, and the opportunity
to work with a faculty mentor. The Insects and Human Affairs class gave me a different perspective
on insects and also sparked an interest in their history as being used as weapons in wars past. Also,
the opportunity to present at MEHA was a rewarding experience. The conference gave me the
opportunity to present my first research project, one that I was not confident in at all. However,
knowing that I could present at an Honors Conference helped build my confidence in future
research that was required for my major. The research that was presented at the 2011 MEHA was
research that I did with the help of a faculty mentor, Dr. Darnowski. He helped me learn how to
read scientific literature and interpret it, and he helped me develop scientific writing skills. As a
science major, this really helped sharpen my writing skills that were later needed in my upper level
biology classes. Learning how to read and interpret scientific literature was also very useful for my major classes.
Working with a faculty mentor also gave me the one on one attention that was necessary to develop my unique skills as
a scientist. In addition, being in the Honors Program also challenged me to keep up my grades and taught me to believe
in my abilities. -- Molly McDaniel, 2013 Graduate
28
During my time in the Honors Program, I think my experience in the classes and the
activities offered really influence me as a student. When I first joined the Honors, I
found the staff very friendly and accommodating and the classes invigorating and
informative. The first semester in H103, I enjoyed the reading material and I was
able to keep up with most of the books we discussed. We also improved on our
writing abilities, which I thought was very helpful. In my second semester of H104,
the class was required to deliver speeches, which is something I was never
comfortable doing. Now that I look back, my speaking ability in front of an
audience has improved greatly and will only get better with time. Because I
continued in the Honors program, this knowledge has also improved with other
classes I have taken throughout the years.
I believe the Honors curriculum contains many strengths that make it such a
great program to join. It’s not only stimulating, but it’s challenging. Overall, I think
I’ve learned a lot in the Honors Program, not only in writing and speaking, but in
understanding complex material and using that in everyday life. I think I’ve grown
not only as a student, but as a person because of the Program and will be excited to take that knowledge to
my future career.
After graduating from IU Southeast, my future goals include working in some form of media, whether that be
in newspapers or broadcast, and becoming a political reporter. As I gain more experience, I hope to rise to an
editor position, but overall, I want to be able to connect citizens with a better understanding of politics and
use my writing to make a difference in the journalism world.
-- Claire Munn, 2013 Graduate
Five years and five Honors Program classes later, here I am, soon to be an
IUS graduate with an Honors Research Minor. Being a member of the Honors
Program has helped me to grow and develop as a student throughout my academic
career in a number of ways. The most significant things I feel I taken away from my
time in the program are: the confidence and courage to evaluate information and
give my opinion; to not shy away from sharing one’s ideas, even if they are unique
and drastically different than others; and the importance of giving and receiving
constructive criticism. I have grown and developed into an overall better student
since I first stepped foot into the HP classroom in the Fall of 2008.
After being exposed to the Honors Program, I now am excited to share my
unique thoughts and ideas with others. I first began to break out of my academic
shell and color outside the textbook defined lines with my Honors Program classes. It was not until two years
into my academic career did I feel completely comfortable enough to become creative with my ideas and
share them with others. Five years feels like a long time, and five classes felt as though they consumed a lot of
time. Nevertheless, the classes I have taken with the Honors Program were enjoyable classes which I have
learned many valuable lessons to take with me as I continue to grow and develop and begin a career. HP
classes are a unique learning experience, and I am proud to say I am an Honors Program student.
-- Jodie Spencer, 2013 Graduate
29
As an Honors student, I was fortunate enough to take classes with some
extraordinary individuals and make some of the best memories. These classes provided
an array of educational disciplines and a variety of viewpoints that provided an
opportunity to grow as an individual. It was during these Honors classes that I was able
to begin to understand the variety of views and individuals as well as enhancing my
ability to effectively communicate with individuals from diverse backgrounds. This is
the reason why the Honors classes are truly one of the most influential aspects during
my time at Indiana University Southeast.
Another great aspect of being in the Honors Program has been the experience
on the Honors Program Student Advisory Board (HPSAB). HPSAB provided an
opportunity to give back to the Program through events and mentorship. In addition, I
feel that the most important aspect of my work within the Honors Program has been the opportunity to
present research at various conferences. Presenting at a conference provided a great opportunity to meet
other students and gained experience showcasing my knowledge.
Overall, I believe that joining the Honors Program was one of the best decisions I made while attending
IU Southeast. I made so many great friends, experiences, and knowledge that I wouldn’t have been subjected
to if I didn’t make the decision to join. I have continued to encourage individuals attending IUS to join the
program and offer the same impacts stated above as reasoning to join. It is to my hope that the program will
continue to flourish and change so that the students will get the most out of their experience in the Honors
Program as well as IUS.
-- Ben Stillman, 2013 Graduate
My experience in the Honors Program at Indiana University Southeast has played a large
role in the goals I have set for my future. The Honors Program has not only shaped my
education as an undergraduate student, but it has influenced other aspects of my life.
When I first applied for the Honors Program at IUS I really had no idea what I was getting
into. I graduated from high school with an honors diploma and took several dual credit
classes that counted as high school and college credit, so I figured the classes would be
similar to what I had taken in high school. My very first college class was Honors 103:
Common Intellectual Experience. I was so overwhelmed once the first class was over
because I knew that class would require a lot of time and work, and I had never been in a
research class where you have a main project that you focus on all semester. I was very
timid and shy, and I did not feel comfortable sharing my ideas with a group of people. This
class forced me to step out of my comfort zone and push myself further than I wanted to at
the time. Now, looking back, I know the Honors Program was the best choice I could have
made for myself because the experience helped me meet my goals as an undergraduate student.
I feel that the Honors Program has given me a great foundation that will benefit me the rest of my academic
career. From my very first semester of college to now, I have changed so much. I am still shy, but when I am at
clinicals, I am outgoing and confident when I speak to other nurses, patients, and their family members. This was
an important skill for me to develop because as a nurse, I am responsible for being my patients’ advocate, and
speaking up when I feel the patient is not receiving the proper care.
The Honors Program helped me develop both my academic and personal strengths, and I was even forced out of
my comfort zone many times. Without this experience, I know I would not be the strong willed and driven person
that I am today, and for that, I am extremely grateful. After graduation I am planning to start working as a
registered nurse. I will be starting online classes for the pediatric nurse practitioner program through the University
of Kentucky to obtain my Doctor of Nursing Practice (DNP).
-- Lindsey Ward, 2013 Graduate
30
Two of the courses I have enjoyed the most in my entire college career would
be the two Honors electives I chose to take. Dr. Finkel’s “Evolutionary Psychology” is
probably the class that has most changed how I perceive the thoughts and actions of
others and myself. By being able to understand how and why an idea exists by treating
the idea as being a selective advantage or disadvantage is something I will remember
and utilize for the rest of my life.
Dr. Hunt’s “Insects and Human Affairs” has made me appreciate insects more
than I could have ever imagined. This class alone was probably the broadest class I have
taken. In this course we discussed Biology, Chemistry, History, Botany, and of course
Entomology. Before this class I never realized how interesting insects are. They almost
exist as tiny computers acting out simple programs for life’s situations. I never would
have known that until World War II more soldiers were killed by diseases carried by
insects rather than weapons or that an act by the Mongolian’s was the beginning of the Bubonic Plague.
The best part of being a student in the Honors Program is the ability to take courses such as these. Courses such
as these allow for the student to focus on a topic outside of the normal scope of a particular degree purely out of
interest for the subject. It is for this reason that I am the most proud of myself, I have come to realize that what really
matters the most is learning itself. Without the Honors Program I would have not been able to expand my wealth of
knowledge and therefore become a better student.
-- Mitch Weaver, 2013 Graduate
After a ten year absence from the academic world, I was a bit apprehensive about
continuing my education. I have always been a shy person who tended to say as little as
possible in a traditional class setting. The format and size of the classes offered within
the Honors Program helped me to break out of my silent comfort zone. In addition, my
public speaking, critical thinking, and writing skills have improved. During my first fulltime semester after returning to the academic world I attended two honors classes. The
History and Culture of the 1920’s, masterfully taught by Dr. Beeby, was the most diverse
and rewarding history class I have taken in my academic career to date. Dr. Salas did a
fantastic job with Common Intellectual Experience during the same semester. I
appreciate her enthusiasm for education and her wonderful constructive critiques of
speeches and written assignments. The wonderful staff and diverse student body within the program gave me
a place to belong and definitely made my return to academia a great experience. Thanks Honors Program!
--Julia Brinkworth, 2012 Graduate
When I look into the past my eighteen-year-old self seems a very different person than I am today.
The transformation has been gradual, but I owe a lot to the Honors Program for shaping my
unfocused young mind into something more purposeful and agile. When entering college the list
of classes looks very intimidating, but the introductory Honors Program classes were an excellent
way to begin. They made the pre-requisite classes that all students must take something
interesting and fulfilling, instead of just a required course that I would have to labor through. The
higher level Honors Program courses were always there for me to expand my knowledge outside
of my focused area of study, nursing. The cultural and diversity related knowledge that was a
focus of many Honors Program classes has been invaluable in my practice as a student nurse in
both the hospital and community settings. The Honors Program has not only served to expand my
scholarly horizons, but my personal interaction with other Honors Program students has led to
lasting friendships as well. After graduating and passing the state board exam to become a registered nurse in 2012, I am
currently working as a nurse in the Bone Marrow Transplant Unit at the University of Louisville Hospital. In the near
future I hope to attend graduate school and work as a nurse practitioner or nurse educator.
-- Adam Denney, 2012 Graduate
31
Looking back on my time in the IU Southeast Honors Program, I would not
hesitate for one second to say that it is the most rewarding program I
have had the pleasure to be a part of in my time at IU Southeast. I cannot
say enough for the ways the Honors Program has benefited me personally
in my growth as an adult, a professional adult and a scholar. I am now
doing market research for the Louisville Metro Office of Youth
Development and applying for law school. I know the challenging and
encouraging environment of the Honors Program contributed to helping me find the confidence and resources I
needed to head down such an exciting path. I consider the students in the Honors Program outstanding and
stimulating colleagues and even better friends. Dr. Salas, Rebekah Dement-Farmer, and the faculty who taught my
honors classes have all encouraged me immensely in my time at IU Southeast. The laid back, fun atmosphere and
the spirit of intellectual curiosity that drives the program are unbeatable. I still keep in touch with many of the
students and faculty I met through the Honors Program and count myself lucky to have been part of such a lovely
community.
-- Michele (Hop) Ganev, 2012 Graduate
I became a member of the IU Southeast Honors Program in Spring 2008, and I
have been very satisfied with the Program. Regrettably, other commitments
keep me from being as involved with the Honors Program as I feel I should, but
I am grateful for my experiences. When I first started college at the age of
twenty-three, I was introverted and insecure, so being accepted into the
Honors Program reinforced that my hard work would pay off. I am so glad the
Program offers both Tier One and Tier Two, for these choices allowed me to
enter the program even though I was further along in my college career. Being
in the Program has helped me to be more actively involved in my academic,
social, and personal progression, and it has pushed me to do my very best.
The best part of being in the Honors Program, though, is having the opportunity to work and interact
with academically-motivated students from other disciplines. I am so immersed in my studies as an English
major that I don’t frequently meet students in other departments, so I love getting to learn from Honors
students who are in various disciplines. They bring new perspectives into the Honors classes that I would not
have thought about. The round table-type format of the Honors classes I have taken thus far fosters opinions
and expertise from those disciplines, and I feel that as a result I will have a more well-rounded college
experience. Overall, participation in the Honors Program has been rewarding. It’s nice to be recognized for
dedication and hard work, but it is also humbling to see how many determined and brilliant students there are
on campus! I’ve seen how the Program has helped other students formed cohesive social bonds, and I enjoy
interacting with other students in the program as often as I can. The diversity of Honors classes offered
permits an intensive study of other disciplines, and the knowledge I have gained from these classes is
indispensable. I am grateful that the Program is available to foster my growth as well as that of other
students. I will start earning my in MA in Humanities at U of L in the fall, with concentrations in literature and
modern culture.
-- Melanie Smith, 2012 Graduate
32
As a freshman, I was completely overwhelmed as I headed into college. I had no idea
what to expect: all I knew was that college was the next step between me and the rest
of my life, but I lacked any clear idea of what that step would look like. One of the first
organizations who made contact with me as an incoming freshman was the Honors
Program. The people I met pulled me into a network of support and encouragement
that became my first anchor on campus, and started to build the foundation of my
identity at IUS. The Honors Program helped smooth my transition from high school to
college and gave me the foundation – educationally, socially, and mentally – that I
needed to head into my undergraduate degree.
I have had a truly wonderful experience at IUS and in the Honors Program. I like to say
that the main thing I’ve learned in college is how much I really don’t know. I mean that
in a good way – I have learned a lot, and am heading in the career direction I want to
go, but I realize how much of the world I still have to learn about. I’m leaving college
feeling like the world has gotten bigger – and that’s a good thing. I am definitely leaving IUS with more confidence
and excitement about the next step than I came in with as a freshman. Since graduation I have passed the first of
four CPA exams, and I have been employed at a regional accounting firm since my senior year as an undergraduate.
It feels like just days ago that I was on the other side of college, heading into freshman HP classes with no idea who
I would meet or what I would learn. I have only good memories of the Honors Program and am so grateful for the
part it has played in my college experience.
-- Sarah (Yeager) Hunter, 2012 Graduate, 2012 Outstanding Baccalaureate in Accounting
Considering my academic goals, the Honors Program prepared me better than my
major department alone could have. With the encouragement I received in the
Program, no crazy idea I proposed, tiny or tremendous, was ever turned down.
Through many questions, a little imagination, and a lot of trial and error, the
multidisciplinary seminars, research-oriented coursework, and conferences helped me
to explore interests outside my major area of study and to find a niche within it.
As undergraduates my peers in the Honors Program were writing novels, teaching,
creating art, serving the community, and traveling the world in search of beauty and
wisdom. Who doesn’t want to be around individuals with such energy and drive?
After graduating I conducted research in the Center for Cognitive Neuroscience at
University of Pennsylvania. Currently I am pursuing a career as a speech-language pathologist.
--Angel Dyke, 2011 Graduate
To me, the Honors Program has always been about the people in it. Over four
short years, I have been able to cultivate a wonderful network of friends from
my peers, as well as the professors within the HP. This network has helped to
foster various conversations, ranging from how to survive the zombie
apocalypse to thematic aspects of peer-written novels, which have aided in
my academic and social growth. Additionally, it is this same network that
makes going to HP events so enjoyable: the people in the HP make you want
to go to events and hang out with them, regardless of whether the event is of
an academic or social nature. The HP literally could not work without the
awesome people that are a part of it. I am currently doing biomedical
research at the University of Louisville through the Department of Gastroenterology and Hepatology, investigating
new therapeutic treatments of autoimmune disorders of the gastrointestinal system. In the fall, I will be returning
to IUS as a community member of the IU Southeast Orchestra and Band, while also applying to medical schools.
-- Andrew Stillman, 2011 HP Graduate
33
My time in the Honors Program was such an interesting experience that it would be
difficult to condense into a few paragraphs. Indeed, intellectually, as I learned
throughout HP classes and discussions, there are many ways of expressing oneself
and following one’s creative or academic vision, so truthfully I should summarize my
HP experience through a snappy limerick. Because of the difficulty of thinking up a
rhyme for words like “intriguing” or “formative experience,” I will refrain from
limerick-making, and will only say that my time in the HP was truly one of the best
parts of my undergraduate career. I made friends, delved into new fields I wouldn’t
have explored otherwise, traveled to the distant shores of Kalamazoo and Dayton,
Ohio, and learned that Elmo is a character of much more depth than one might
ordinarily think.
My future goals: I am studying at the University of Louisville Brandeis School of Law,
where I will spend the next two years pursuing a law degree. Creatively, my goal is to self-publish an entire
trilogy based on the superhero novel that I wrote during my time in the HP.
-- Michael Atkinson, 2011 HP Graduate
My time as a student at IU Southeast has been profoundly impacted
by my involvement in the Honors Program. While I could talk a great
deal about the rich offerings within the Program, I feel that the
flexibility the Honors Program gives its members deserves special
attention. Through the HP I have been afforded great opportunity to
pursue topics within my major field of study, as well as those out of
pure interest. The culmination of my Honors thesis has allowed me to
synthesize my undergraduate experience while working closely with
faculty members on a project of my own design and direction. I have
no doubt that my preparation for graduate study has been enhanced not only by the advising I have received
as a member of the Program, but also through the liberty and backing I enjoyed in getting my degree path to
look, feel, and include the things I most valued. Ultimately this is what has made my experience in the IUSHP
such a rich one, it has enhanced the most positive aspects of my time at IU Southeast. Since ours is a campus
that prides itself on small class sizes and direct involvement with faculty members, the Honors Program has
represented for me a more concentrated form of what Indiana University Southeast strives to be.
-James Polivka, 2011 HP Graduate
For me, the Honors Program was an opportunity to challenge myself
beyond the expectations of a normal classroom. I enjoyed the fact I was
able to take classes outside my normal course of studies and broaden my
horizons in a classroom with many different majors. I was also able to
complete my own research project with a faculty mentor. In the process
of researching my project, I realized what I wanted to do at graduate
school and, as a result, am now set to actually study with one of the
philosophers I researched. My undergraduate experience was greatly
enhanced by this, not to mention the opportunities it gave me socially to
meet a new group of friends with similar interests.
Where I Am Now: I spent a year in northeastern England attending the University of Sheffield, where I began
working on my MA in Philosophy. I’m now continuing my studies at the Meadville Lombard Theological School
in Chicago, Illinois, and I’ll be spending a month of summer 2013 living and observing in a Shinto temple in
Japan.
-Chris Rothbauer, 2010 HP Graduate
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Being a part of the Honors Program enriched my overall experience at IU Southeast.
I joined the Honors Program in order to challenge myself to excel at a higher level
than the traditional class work at IU Southeast. I recently graduated with my
Computer Science degree and am now working in a highly analytical position, doing
.Net Development work. The skills that I obtained in the Honors Program, especially
in Digital Storytelling, have been helpful in the completion of some of the tasks I
have been assigned. I believe that the friendships and challenges that I found as a
student in the Honors Program, will be a positive influence throughout rest of my
life.
-Ann Wilson McNally, 2010 HP Graduate
I took Evolutionary Psychology (H-306) with Dr. Finkel in the Fall of 2007 and
Digital Storytelling (H-307) with Dr. Pinkston in the Spring of 2009. I also
completed my independent research project (Gymnastics Training in Young
Athletes) and presented a portion of that research at the IUS Student
Conference in April 2009. I officially finished my undergrad, earning my
Bachelor of Science degree in Elementary Education in December 2009.
During my time in the Honors Program, I enjoyed the small class sizes and the
group sessions regarding research procedures and possibilities. I also enjoyed
meeting and networking with students outside of my major. Since graduation,
I’ve completed my first year teaching at Rock Creek Community Academy. I am
continuing to work on a Master of Elementary Education degree, and I may
pursue a license for working with the gifted and talented.
-Valerie (DeVore) Deaton, 2010 HP Graduate
My time in the Honors Program not only gave me some of the best
friendships I've made, which still last strong to this day, but also gave
me the preparation and flexibility to pursue the studies most
important to me, through the Honors Program. That gave me the
resources to be accepted into a graduate program at the University of
Tennessee, where I earned my MA in English with a focus in medieval
studies. That, in turn, has given me the amazing opportunity of
attending another graduate program overseas, in Iceland, to further
study medieval manuscripts. I also plan to awaken the Volcano God
and raise an army of Viking warriors to sail in longships with cold iron and bright flame to raid the shores of
Gaul. All of which has been made possible because of my time and experiences in the IUS Honors Program.
-Will Biel, 2010 HP Graduate, 2010 Outstanding Student in English Literature
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As I look back as a graduate on my years at IU Southeast, I can honestly say that the
focal point of my experience here has been my involvement with the Honors
Program. I’ve fallen in love with the Program’s emphasis on multidisciplinary course
offerings, its small, discussion-based classes, and its eagerness to establish
connections between students and faculty. The opportunities the Program affords
for self-propelled learning, such as independent research projects and community
involvement, are unexcelled: I’ve benefited twice now from the chance to present
research at the Mid East Honors Association through the provision of the Honors
Program. Finally, the social network I’ve discovered among my friends in the
Program has helped to entrench me firmly in a sense of community on campus. The
Indiana University Southeast Honors Program has provided me with a firm base for
academic exploration and prepared me in more ways than one for the world
beyond. My explorations of the world beyond began in fall 2010: I began attending the IU Department of
Second Language Studies Graduate Program in Bloomington, and I’m currently serving as an Associate
Instructor with the Second Language Studies Program.
-Rebecca Yeager, 2010 HP Graduate
No one is successful entirely on their own. Someone has to
believe in you and your abilities, offering you the opportunity to
succeed; that first opportunity can be a stepping stone to
others. The Honors Program was one of my earliest stepping
stones to pursuing my dreams. IU Southeast is brimming with
professors that want to help their students achieve their goals.
The Honors Program kicks it up a notch by supplying
opportunities for students to step outside their comfort zone.
Participating in the program enhanced my undergraduate
career by exploring areas outside my major, including
literature—a welcome reprieve from chemistry and biology
courses. Taking multidisciplinary classes in seminar format was wonderful preparation for the rigors of graduate
school. Outside of class, they believed in me and let me take the reins on my own projects. I realize just how lucky
and blessed I am to have had so many people believe in me, and the Honors Program has been a big part of my
post-collegiate success. The support I received while in college has extended to graduate school and beyond, and I
can hardly express my gratitude enough.
Since graduation, I have been published in a well-respected journal, presented at international conferences, and
even submitted a white paper to the Kentucky legislature in order to change laws surrounding guardianship issues
for incapacitated patients as part of my master’s capstone experience. Currently, I work as a research technician at
the IU School of Medicine, volunteer with hospice, and blog at PagingDrAllie.wordpress.com. This fall, I will be a
medical student at Des Moines University while also pursuing a Master of Public Health, focusing on pediatrics and
maternal-fetal global health. I will never be done learning and exploring—and thanks to the Honors Program, I
started on the right foot to attain all of my goals, big and small.
Allison (Dudley) Lyle, MA, 2009 HP Graduate, 2008 Chancellors Medallion Leader, 2009 Outstanding Chemistry
Student
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The Honors Program at Indiana University Southeast provided
the great opportunity to enroll in classes reserved for Honors
students. These classes were perhaps the most educational and
fun classes I took while pursuing my undergraduate degree.
They challenged me by requiring in depth analytical reasoning
by examining all sides of an issue. This has assisted me in
formulating sound arguments in my current field, law. I believe
the Honors Program helped me become a more organized
student, which propelled me into academic excellence in law
school at the Indiana University Robert H. McKinney School of
Law. Graduating Magna Cum Laude from law school, I can
attribute some of my success to the Honors Program for adding
extra challenges and providing an environment to meet others who wanted to be challenged
academically. Currently, I am working for the large mid-western law firm of Frost Brown Todd LLC, and the
Honors Program also instilled a sense of professionalism that I uphold every day.
-Beau Zoeller, 2009 HP Graduate
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Honors Program Mascot
Brief Biography:
Courtesy of Wikipedia
Elmo is self-described as three-and-a-half years old and characteristically refers to himself in
the third person.
After becoming a regular guest on The Rosie O'Donnell Show, Elmo began touring the talkshow circuit. He has appeared on Martha Stewart Living and Martha, The Tony Danza Show,
Rove Live, Wait Wait...Don't Tell Me!, and The View. Elmo and a developmental expert gave
babysitting tips on the June 18, 2005 episode of Teen Kids News. He has also appeared on
Emeril Live, helping Emeril make (non-alcoholic) eggnog during a Holiday Special shown in
December, 2008. Kevin Clash and Aaron Neville were also guests on this show. On a special
episode of Oprah called "The Faces Behind The Famous Names," Kevin Clash and Elmo
appeared at the same time.
Elmo was the star of the 1999 full-length, theatrically-released motion picture Elmo in
Grouchland. He also starred in the film Elmo Saves Christmas.
Elmo also appeared in a fifth season episode of The West Wing along with his friends Zoe and Big Bird. In that episode, Elmo
received a medical checkup from Abbey Bartlet, the First Lady (who was making a guest appearance on Sesame Street), and cheekily
questioned her about the validity of her medical license.
Elmo is the only non-human or puppet ever to testify before the U.S. Congress. At the request and with the assistance of Rep. Duke
Cunningham, he testified before the House Appropriations Subcommittee on Labor, Health and Human Services and Education in
April 2002, urging support for increased funding in music education.
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Since becoming the Mascot of the
Honors Program in 2007, Elmo has
accompanied Honors students to each
MEHA Conference and has attended
several HP events.
His cheerful attitude and perpetual smile are a
constant encouragement to HP students, and his
intellectual curiosity is unparalleled.
39
Honors Program Staff
Dr. Angela Salas
Honors Program Director
KV235B; [email protected]; 812-941-2196
Dr. Salas, a Professor of English, has
been teaching since 1989 and has been
at IU Southeast since 2006. She enjoys reading, running,
and rescuing Elmo from compromising situations.
Rebekah Dement Farmer
Honors Program Office Assistant
KV235A; [email protected]; 812-941-2587
Rebekah is currently pursuing a PhD in Humanities at
the University of Louisville. She has an MA in English
Literature and she is an Adjunct Faculty Member in the
English department and in the Honors Program. She
enjoys teaching, learning, reading, and attempting to
keep various flowering plants alive.
Taylor Troncin
Honors Program Office Staff
[email protected]
Taylor manages the HP Library, HP
video files, and e-portfolio
maintenance. She is an education
major, focusing on English. She enjoys learning,
volunteering, watching her son learn and grow,
and watching The Walking Dead.
HP Staff Members will be delighted to accept your friend and follow requests on social media, and we encourage you
to join HP Facebook group pages. For the sake of clarity, however, we ask that matters of pressing HP business
(scholarship and scheduling questions, for example) be directed to our university inboxes.
40
HON-H400/H495 Student Attendance Contract
I, ________________________ , do hereby acknowledge that, per the requirements of this course, I am
expected to attend monthly group meetings with Dr. Salas and my classmates. I also understand that I am
required to schedule a minimum of three individual meetings with Dr. Salas during the course of the semester
in which I am enrolled.
________________________________
Student Signature
________________________________
Director’s Signature
________________________________
Date
41
Honors Student Membership Contract
I, ___________________________ , do hereby acknowledge that I have reviewed the material contained in
the HP Student Manual. I understand that as a member of the Honors Program, I am asked to meet the
following goals:
- Participate in HP activities
- Take HP courses
- Keep my e -portfolio up to date
- Ask for help or clarification when I need it
- Meet with Dr. Salas as requested
- Respond to HP Office Staff when requested
- Do my best to develop as a student, even if I sometimes run up against daunting challenges
In addition, I understand that Honors students are required to:
1) Maintain at least a 3.3 Cumulative GPA
2) Maintain the required course load. Full time students must maintain an enrollment of at least 12 credit hours
per semester, and part time students must enroll in at least 6 credit hours per academic year.
3) Demonstrate progress in the Honors Program each semester by:
a. Taking an Honors course and/or
b. Making progress on an Honors Project, be it a departmental honors project, or an honors research
project, or their own self-designed honors project and/or
c. Remaining an active part of the Honors community
4) Visit with the Honors Program Director (in a scheduled meeting) at least once per semester
5) Make progress toward their degree by successfully completing a minimum of 75% of total attempted
coursework
6) Update -portfolio each semester
Failure to uphold the above standards will result in probation from the Honors Program. As participants in the
Honors Program, students are permitted only one probation.
________________________________
Student Signature
________________________________
Director’s Signature
________________________________
Date
42