Apr 18, 2024  
2015-2016 Undergraduate Catalog 
    
2015-2016 Undergraduate Catalog [ARCHIVED CATALOG]

Honors Program



Faculty

Program Directors

Helene Klein, Director of Honors and Accelerated Programs

The faculty members who offer courses in the Honors Program come from many different academic disciplines.

About the Honors Program

Arcadia’s Honors Program integrates the Honors students’ drive to succeed academically with their ability to create change through local, national and global leadership. Students in this integrative and dynamic program become a community of learners, doers and emerging professionals as they engage in a challenging, interdisciplinary curriculum that explores new avenues of inquiry and venues of learning while putting their talents to work in service-learning opportunities both at Arcadia and on a more global campus.

Specialized opportunities for professional-level scholarship, co-curricular experiences and presentations are provided to ready these students for their professional careers and maximize their marketability.

The goals of the Honors Program are:

  • Establish a community of Honors students that fosters scholarly pursuits and leadership.
  • Provide Honors courses that are academically inviting and challenging while encouraging students’ talents and broadening their knowledge base.
  • Provide opportunities beyond normal campus activities to expand and encourage cultural, scientific, entrepreneurial and artistic appreciation.
  • Encourage Honors students to actively participate in campus activities, assume leadership roles, and create new campus programs and events.
  • Involve Honors students actively in the Honors Program through the Honors Council and by initiating Honors projects.

Honors Program Admission Policy

First-year students who score at least 1270 on the Critical Reading and Math) sections of their SAT or 28 or better on the ACT Composite and are ranked in the top 10 percent of their high school class (if their school ranks students) will be considered for admission into the program.

Transfer students with a GPA of 3.35 or better will be reviewed. Also, current full-time Arcadia students can self-nominate for the program if they have a 3.35 GPA or higher.

Students who fall below these credentials, but would still like to be considered for Honors Program acceptance can apply to the program through this application: www.arcadia.edu/honorsapplication. These applications are rolling. Review of these applications will begin January 1st, so it is recommended that students get their applications in early as the program is competitive.

Credentials from all groups are reviewed for demonstrated excellence in academics, leadership, and service. There is no separate application for admission into the Honors Program. Final decisions are based on the credentials of the candidates and the availability of space within the program.

Some Benefits of the Honors Program:

  1. Honors students are given priority registration for classes.
  2. Honors students are permitted to take up to 20 credits per semester.
  3. Honors students are entitled to participate in Spring Preview for free.
  4. Honors students are members of the Honors Council, which organizes regular social, cultural and community service events.
  5. Honors Students can participate in specialized leadership programming and opportunities.
  6. Honors Student have an opportunity to gain valuable professional experiences outside the classroom running Arcadia’s online scholarly journal and as campus leaders on the Honors Executive Board.
  7. Honors Students can participate in the Alumni/Honors mentor program that pairs Honors Students with alumni for the duration of their college career.
  8. Students can present at local and national Honors conferences.

Requirements for the Honors Program

The Honors Program offers five types of academic activities:

  1. Honors sections of the first-year writing course, EN 101 Thought and Expression I . The Honors section of this course includes an intensive, integrated, multi-disciplinary project.
  2. HN 201 Exploration in Leadership , an interdisciplinary course focusing on leadership theory and practice.
  3. HN 202 Honors Project , an independent research project outside the student’s major area of study for 2 credits. All Honors Project students are given a mentor in the field of their desired project.
  4. Upper-level courses within a student’s major adapted for honors credit.
  5. HN 390 Honors Colloquia , which are investigative, interdisciplinary seminars addressing open-ended topics. These seminars are unique to the Honors Program and explore topics not normally covered in the standard curriculum. Every Honors Student will take a HN 390 Leadership class that exposes students to problem solving, leadership theory and an opportunity to do a serious service learning project or similar quality experience. The “L” designated classes all focus on teamwork, problem solving, experiential learning outside the classroom and reflective practice.

In addition, occasionally HN 390  courses are organized with a study abroad component which typically includes eight to 10 days spent studying abroad.

Students accepted into the Honors Program after the first year who have satisfied the English requirement (EN 101 ) will not be required to take this course. Honors Program students must maintain a grade point average of 3.35 to remain in good standing. They also may not go more than one academic year without fulfilling an Honors requirement.

Recommended Scheduling of Honors Classes

First Year

  • EN 101H Thought and Expression I (Honors)

Sophomore Year

Junior/Senior Years

Three courses

Alternatively, a student can adapt any one upper-level course in his or her major for Honors credit.

Students beginning the Honors Program in their junior year must take any four (4) Honors Courses to complete the program.

Students in three (3) year programs must take any four (4) Honors Courses to complete the program, but one of them must be HN 201 Exploration in Leadership .

Honors Courses (HN)

  • HN 201 Exploration in Leadership


    This course focuses on leadership theory, and exposes students to presentations by leaders in various fields, and provides opportunities to interview these leaders. Students also face weekly leadership mini-challenges/hypothetical situations that require ongoing leadership skill development and teamwork. A portfolio of metacognitive reflections is required to complete the class.

  • HN 202 Honors Project


    (2 credits)
    With guidance from a teaching team, including one of the Honors Program advisers and a faculty mentor, a student selects and pursues an independent project outside his or her major area of study. Projects encourage students to explore and develop their own various talents and interests.

     
  • HN 390 Honors Colloquia


    Honors Colloquia focus on interdisciplinary topics. These courses are designed specifically for Honors students. Topics vary across the disciplines. Some Honors HN 390 courses are specifically designed to have a leadership (L) focus. These classes typically include community partnership; intensive use of outside resources; focus on teamwork, problem solving and other skills needs to develop proficiency in leadership.

    Prerequisite: Juniors and seniors in the Honors Program and open to sophomores with prior approval of the Honors Program Directors.
     

Examples of typical HN 390 Honors Colloquia include:

  • HN 391L Music, Art and Memory


    This is an Honors seminar examining the nature of memory and its role in forming our individual identities, focusing particularly on the role of art and music in making, retaining and retrieving memories. The central project of this course involves partnering with an elder in the beginning stages of memory loss at a local long-term care center. Through weekly visits including conversation, collaborative artwork, and musical exploration, students help elders relive some of their most treasured memories. Each student creates a personalized collection of music for their partner. Students also create visual projects that interpret some of their partner’s memories. Students share these music collections and visual projects in a public, end-of semester show before presenting them to the elders. In addition to this final project, students write weekly reflective journal entries, responses to readings, and a longer final reflective paper.

  • HN 392 Writing Nature in the 21st Century


    Our main goal as a community of nature writers will be to develop a basic literacy of the natural world. Our vehicles for accomplishing this natural world literacy will consist of maintaining a nature journal and writing in the genres of poetry and narrative essays. Each of these different lenses affords us as writers unique opportunities to explore and express our relationship with nature. To support our writing we will read widely from the eco-literature canon, walk area watersheds, research a writer from the nature writing canon and make a presentation to our peers, and engage in conversations with local experts. Throughout all of our explorations, the key question guiding our inquiry will be: How might the written word deepen our connection to place and nature? And why does this connection matter?

     

Adaptation for Honors Credit
Students may adapt one upper-level course in their majors for Honors credit to fulfill one of their HN 390  requirements. Students should approach and ask the faculty member if the course may be taken for Honors credit. The student will fulfill all regular requirements of the course plus additional responsibilities decided on by the professor and student. These may include additional readings, research, papers and/or related projects. The student should then fill out the Adapted Course Form and return copies to the Honors Program directors and the Registrar.

Co-curricular and Extracurricular Opportunities

Students in the Honors Program are given access to a wide variety of co-curricular and extracurricular opportunities, and are encouraged to take a leadership roles in planning and implementing these activities which range from creating academic exhibitions of scholarship on campus, running an online scholarly journal, presenting at conferences or planning a large variety of campus wide activities which often have a community service focus.