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Honors Student Handbook

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Table of Contents Welcome to Honors.........................................Page 4 Contact Information........................................Page 6

Director Administrative Assistant Graduate Assistants Student Workers Address Social Media

Admissions Process........................................Page 8 Current Students Transfer Students

Requirements..................................................Page 10 Basic Requirements Undergraduate Research Language Competency Study Abroad/Away Volunteer

Reinstatement Policies and Procedures.........Page 15 Honors Curriculum........................................Page 16

Competency Requirements Honors Curriculum Map Alternative Curriculum Track Senior Portfolio

Official Recognition of Honors Students Honors Courses..............................................Page 17

What is an Honors Course? Annual Courses Offered

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Example Courses Honors Advising.............................................Page 20 Honors Competency Development Plan........Page 21

Learning Plan E-Folio Competency Assessment Rubric

Honors Office and Lounge............................Page 29 Honors Co-Curricular Activities...................Page 32

Learning Community Honors Connect Honors Student Council

Honors Council and Faculty..........................Page 33 Additional Resources....................................Page 34 Appendices....................................................Page 35

Appendix A-Language Competency Information Appendix B-Research Grant Application Appendix C-Honors Contract Proposal Form Appendix D-Honors Contracting FAQ Appendix E-Sample Efolio Evaluation Form Appendix F- Honors Student Council Constitution

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Welcome to Honors

On behalf of the faculty, staff, and students, welcome to the Honors Program at Minnesota State University, Mankato. The program meets students’ needs by providing unique courses, engaging co-curricular activities, and a welcoming community of scholars with all the benefits and opportunities you expect from a large university.

This handbook is designed to offer basic information regarding the program staff, its mentoring and advising processes, and its curricu- lum. For further questions about the program or individual student progress, students are encouraged to stop by the Program Office.

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Mission Statement

The mission of the Honors Program at Minnesota State University, Mankato is to create future leaders, researchers and global citizens by providing high ability and motivated students with exceptional learning opportunities, mentoring relationships, and a community of scholars that foster their development as future leaders in a global society.

Program Overview

The Honors Program is dedicated to the development of three main competencies: leadership, research, and global citizenship. Early in the program, students participate in a learning commu- nity in which they enroll in honors sections of general education courses that focus on competency development. As students move into courses within their major, they further develop their honors competencies through advanced honors seminars and individualized plans of study. Throughout their time at the University, students will participate in a number of co-curricular activities which complement their plan of study. At the culmina- tion of all coursework, students are required to demonstrate acquisition of leadership, research, and global citizenship competencies through a successful presentation and defense of an honors portfolio in HONR 475: Honors Portfolio.

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Contact information

Dr. Christopher Corley Honors Program Director 265 Morris Hall Phone: 507-389-5191 Email: christopher.corley@mnsu.edu

Sadie Anderson Administrative Assistant 265 Morris Hall Phone: 507-389-5191 Email: sadie.anderson@mnsu.edu

Robyn Sellers Graduate Assistant 265 Morris Hall Phone: 507-389-1314 Email: robyn.sellers@mnsu.edu

Bidhya Subedi Graduate Assistant 265 Morris Hall Phone: 507-389-1314 Email: bidhya.subedi@mnsu.edu

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Margaret Pence Office Assistant 265 Morris Hall Phone: 507-389-1314 Email: margaret.pence@mnsu.edu

Lisa Miller Office Assistant 265 Morris Hall Phone: 507-389-1314 Email: lisa.miller@mnsu.edu

Grace Webb Newsletter Editor-in-Chief 265 Morris Hall Phone: 507-389-1314 Email: grace.webb@mnsu.edu

Honors Program Minnesota State University, Mankato

Mankato, MN 56001

Phone: 507-389-5191 (V) 800-627-3529 (MRS/TTY)

http://www.mnsu.edu/honors/

The program has two Facebook pages: “The Honors Program at Minnesota State University, Mankato” and “Minnesota State University, Mankato Honors Program.” Follow it on Twitter at MSU_Honors.

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Admission to the Honors Program

The Honors Director, in consultation with the Honors Council, grants admission to the Honors Program. Honors Program admission criteria are based on a variety of areas. No pre- determined test score or class rank guarantees or precludes admission. The selection committee considers the applicant's demonstrated academic excellence as well as character traits such as perseverance, inquisitiveness, and hard work.

High School Students

The priority application deadline for high school seniors is February 15. After this date, applications will be considered if there is room in the new entering first-year class.

Current MSU, Mankato Students and Transfer Students

Criteria

Current Minnesota State Mankato students who are interested in joining the Honors Program and have completed between 12 and 30 credits with a GPA over 3.3 should submit the Current Student Application with two letters of recommendation and an unofficial copy of their academic transcript. Students must also demonstrate an interest in developing leadership, research, and global citizenship skills.

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Transfer students are required to have an overall GPA of 3.3 or higher with demonstrated interest in developing leadership, research, and global citizenship skills. Please note that Minnesota State University, Mankato considers one's entire academic record, regardless of when and where a student completed the work.

Application

To apply for the Honors Program, download the New Student Honors Program Application or the Current and Transfer Student Honors Program Application at http://www.mnsu. edu/honors/prospectivestudents. Applicants will also need to download the Letter of Recommendation Form and submit two recommendations to the Program Office.

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Policies and Information

GPA Policy: Students must maintain a minimum overall 3.3 GPA to register for honors courses.

Pass/No Credit Policy: All of the Honors courses (including honors sections of general education courses and honors semi- nars) must be taken for a letter grade.

Transfer Policy: Transfer students should contact the Honors Program Director to have their transfer credits reviewed when they submit an application for admission.

Requirements

The Honors Program requires a core program of 23 credit hours.

Required Courses (2 credits)

FYEX 100 First Year Seminar (1) HONR 475 Honors Portfolio (1)

Required Honors Sections of General Education Courses (15 credits)

Students must take at least 15 credits of designated Honors sections of General Education courses. Upon permission of the Director, students can substitute up to 9 credits of honors General Education courses with approved contract courses or with HONR 201, 250, or 255. For contract options, see Appendices C and D.

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Required Honors Seminars (6 credits)

Students must complete a total of 6 credit hours of HONR 401. Course may be repeated for credit for each new topic. Upon permission of the Director, students can substitute up to 3 credits of 401 with HONR 450, 455, or 499.

HONR 401 Honors Seminar (1-3)

Language Requirement:

In addition to their coursework, all honors students will demonstrate competency in a second language according to the American Council on the Teaching of Foreign Languages “Intermediate Mid” level (for students continuing a language studied in high school) or “Intermediate Low” (for students studying a new language). Competency can be demonstrated through course completion or via examination. Students in Engineering, Education, Nursing, Dental Hygiene, and other similar majors must demonstrate competency at the Inter- mediate Low level. Students who have not met the language competency by the end of their sophomore year will design a plan for completion with the assistance of the Director. For more information, see Appendix A-Language Competency Information.

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Annual Advising Requirement

To remain in good standing in Honors, the following actions are required: 1. Annual Learning Plan submitted by September 30 (for more information, see page 19) 2. Annual Fall Semester Advising session with the Honors Director (or designee) 3. Annual Submission of Efolio for faculty review by May 31 (for more information, see page 22)

Capstone Portfolio Requirement:

Each year, honors students develop their portfolios as they progress through the program. In their senior year, honors students will complete their final portfolios by presenting evidence in HONR 475: Honors Portfolio. Generally speaking, students will provide evidence of excellence in the following areas:

Leadership: Students will have developed a leadership philosophy and reflected on their participation within a campus or community leadership team.

Research: Students will have completed undergraduate research mentored by a faculty member, followed by dissemination of the research results.

Global Citizenship: Students will have attained minimum competency in a second language and developed knowledge of another culture through engaged interaction via a study abroad or study away experience.

The complete list of competencies and evaluative rubrics can be found on page 13. Representative student work and projects that

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could serve as successful portfolio demonstrations can be found on the Honors Program website under “Current Students.”

Transfer Students

Transfer students who have completed their General Education requirements are required to enroll in 6 credits of HONR 401: Honors Seminar and HONR 475: Honors Portfolio. Upon per- mission of the Director, students can substitute up to 3 credits of 401 with HONR 450, 455, or 499.

Recognition of Honors Status

Completed Honors sections of General Education courses and Honors seminars are noted on the student transcript. Upon completion of the course and competency requirements, stu- dents will receive Honors distinction through notation on the student transcript and official recognition at the commence- ment ceremony.

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Honors Contracts and Independent Studies

Upon permission of the Director, students have the option of contracting up to 9 credits of their Honors general education requirements with non-program courses, and they can substi- tute up to 3 hours of seminar requirements with HONR 450, 455, or 499. The contract or substitution option is intended primarily for students who arrived at Minnesota State with sig- nificant college credit, students in high-credit majors, transfer students, or students who enroll in the Honors Program after their first semester at Minnesota State. The student will work with the instructor and create a plan to develop one of the three competency areas.

Application

Before contracting, students should discuss the option with the Honors Director. After the approval of the Director, the student should identify a potential faculty member to discuss contract- ing for the upcoming semester. If the professor agrees, the student would fill out a Contract Application (See Appendix C) by the end of the first week of classes. If necessary, the student, Director, and supervising faculty member will meet to discuss the student’s proposal.

Frequently Asked Questions regarding Honors contracts can be found in Appendix D.

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Reinstatement Policies and Procedures

Students will not be eligible to enroll in honors classes for the following reasons: - GPA below 3.3 - Non-submission of annual personal learning plan or advising appointment - Lack of demonstrated progress in language competency beyond the

sophomore year

Students dismissed due to cumulative GPA below the re- quired 3.3 minimum must wait until their cumulative GPA has reached the required 3.3 minimum before completing and submitting the Reinstatement Request Form, available online under “Forms.”

Upon completion of the Reinstatement form, students must meet with the Honors director in order to be considered for reinstatement into the Honors Program.

Eligibility • Seniors are not eligible for reinstatement into the Honors Program. • Students are permitted to petition for reinstatement one time only. • Schedule an appointment with the Honors director. • Students will receive notice within 7 business days indi- cating the decision of the Honors director and status in the program. All decisions are final. Students are not permitted to reapply for reinstatement.

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Honors Courses What is an Honors Course?

Course Selection

Most Honors courses change topics each semester. The Honors Council publicizes an annual call for honors courses, similar in process to the faculty research grant proposals. In reviewing the proposals, the author must clearly indicate how the course will foster the development of honors competencies. More- over, the person teaching the course must be a faculty member currently engaged in the research questions of his or her disci- pline, and well-known for teaching high-quality courses by his or her colleagues, department chair, and dean.

Student Course Proposals

Honors students are strongly encouraged to submit ideas for honors courses at any time. Course proposals should further the mission of the Honors Program while assisting students in the development of their honors competencies. The Honors Student Council and the Honors Program Office can assist with the development of an idea for a course. Students should contact their elected representatives or the Program staff to dis- cuss their ideas. Student course proposal forms can be found on the Honors Program website.

Purpose of Courses

Honors courses might exhibit any number of characteristics, but they should share some fundamental similarities regardless of subject matter. Though the courses are designed for high- ability students, adding another book or paper, or lengthen-

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ing the page count of an assignment, does not make for an effective honors course. Instead, what distinguishes an honors course from a regular course is the means through which the knowledge is developed in and outside of the classroom. In an honors course, students are active participants in the creation of knowledge.

Honors courses… Course Characteristics

• Adopt an interdisciplinary approach • Teach from a multi-sensory perspective (e.g. aural, visual, or kinesthetic) • Create learning opportunities that go beyond a standard lecture format • Integrate out-of-classroom activities and events • Generate community-based academic service-learning opportunities • Create learning opportunities for critical thinking, ethical reflec- tions, and problem-solving • Provide opportunities for students to interact with individuals from diverse cultural perspectives • Devise experiments in which students exercise their understanding of research methods • Develop learning activities in which students engage in research with a faculty member • Create learning opportunities for students to conduct and present (or perform) research • Develop learning opportunities for students to demonstrate leadership skills • Replace (or augment) textbook with a variety of primary source and journal readings • Conduct formative assessment of student understanding and progress • Integrate multiple writing assignments appropriate to the discipline • Encourage students to reflect upon their learning and to develop an artifact for their honors portfolio

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Annual Courses

Honors First Year Seminar (FYEX 100) Gen Ed 12 1 Credit This course is for incoming first-year students with the goal of developing skills, such as reading, writing, and speaking. The course provides an orientation to the mission and core competencies of the Honors Program, and strengthens the interaction and sense of com- munity among first-year honors students. Students will analyze and categorize leadership, research, and global citizenship themes, identify appropriate learning goals, and develop an e-portfolio for their use in the Honors Program.

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Senior Portfolio (HONR 475) Upper Level Seminar 1 Credit This required capstone portfolio course for seniors in the program allows the student to articulate where and how he or she has met the Honors Program Learning Outcomes.

Representative Past Courses Since most Honors courses change each semester, selected past courses have been highlighted as examples of course offerings. For a complete and updated list of current courses, please visit http://www.mnsu.edu/honors/currentstudents/.

Social Problems (SOC 150) Gen Ed 5 and 7; Purple Course 3 Credits How do individuals in societies come to recognize, define, and respond to social problems in the various ways that they do? This course will utilize a social constructionist framework to analyze particular contemporary social issues. The goal of this course is that students learn to apply this framework when attempting to understand social problems that affect and interest them. To provide practice at applying a social constructionist perspective to the study of social problems, the class will focus on three specific social issues: 1) food and nutrition, 2) immigration, and 3) criminal justice responses to deviant behavior. In studying each of these topics, students will also learn about the dynam- ics of unequal power relations between groups in society and how this inequality is relevant to each issue. Ideally, learning to deconstruct ideas about social problems by utilizing a social constructionist frame- work will provide students with effective tools to better understand the multitude of social problems facing our world today.

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Perspectives in Mathematics (MATH 110) Gen Ed 4 4 Credits This course is designed to be a survey of mathematics and its rela- tionship to society, showing its development and evolution to meet the needs of humanity. In particular, we will approach the topic of leadership through the study of fairness in decision making. During the semester, we will see the many ways in which Mathematics is applied in society as well as obtain an appreciation for the language and logi- cal structure of Mathematics. Our attempt is to gain a flavor for the rich application and the need for such a point of view.

Performance and Social Change (HONR 401) 3 Credits This class is designed to teach students to identify instances of injustice and promote social change through theoretical analysis and performance techniques. Students study the theory and techniques associated with Augusto Boal’s Theatre of the Oppressed Methods. The course is de- signed to build toward a final performance project in which the students will develop and perform a forum theatre production confronting an injustice they have identified as present in the Mankato community.

Honors Advising

The Honors Director advises students regarding specific goals, outcomes, and policies of the Honors program, including the selection of suitable co-curricular activities to support the three program competencies. The students’ learning plans and port- folios are thoroughly discussed during the Fall semester so that students can revise their course selection and other plans and projects to ensure that they attain their academic and personal goals while successfully completing the Honors curriculum.

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Students must have an annual advising session with the Hon- ors Director during the Fall semester in order to register for spring honors courses. The Director also assists students with scholarships and offers helpful career advice. Honors Faculty and Council members also serve as advisors to the students in the Honors Program.

Mentoring relationships are developed with faculty, staff, and advanced students through socials, seminars, co-curricular activities, and formal meetings. A first-year mentoring program provides students with general guidance, help in problem- solving, and assistance with future planning.

Developing a Personal Learning

Plan for Honors

Each year, honors students develop a Personal Learning Plan. The plan outlines the key skills, or competencies, a student ex- pects to develop in a given period of time. Students can think of the plans holistically – that is to say, non-honors academic and other personal goals can be included as well. The annual plans are submitted to the Honors Program Office on or around September 30, and they are followed by an advising session with the Director or other Honors faculty and staff. Think of them as opportunities for reflection and goal-setting, followed by a conversation and mentoring by the Director.

Before students begin their Personal Learning Plan, they should review the Honors Program competencies and rubrics (available in this handbook or from the office), and ask them-

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selves which areas they would like to develop, and how they’d like to work on them. If students don’t understand a compe- tency or rubric, they should ask the Honors staff. Consider the type of evidence that would demonstrate one’s acquisition of these skills. What would one use to demonstrate the attain- ment of a skill through an artifact, such as a project, paper, or presentation? Would a skill be best demonstrated through a reflective essay about an event (a lecture, or a culture night) a student attended, or about an extended leadership or service project a student has been working on?

The Personal Learning Plan need not be fancy, just thought- ful. A one-to-two page plan will suffice. Also, understand that personal development while at Minnesota State will not occur in one year, but instead over several years, and that important learning takes place both in and outside of the classroom. At the top of the plan, the student should indicate their name, academic year, major, and second-language study that the student is pursuing. After that, divide the report by the com- petency areas the student would like to develop, including one’s major field and any other skills the student would like to develop, followed by specific plans and potential evidence for the demonstration.

The Personal Learning Plan, followed by regular updates and submission of the efolio each May, will become the building blocks for the Honors EFolio that students develop over their years here at Minnesota State. The Personal Learning Plan and the EFolio allow the program to follow students’ progress and provide effective mentoring.

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A Sample Honors Learning Plan Name: Sarah Honors Student Year: Sophomore Field: Biology (Pre-medicine) Second Language: Spanish My Personal Learning Plan for the 2013-2014 academic year includes the fol- lowing goals and activities.

1. Leadership • I will develop my leadership skills by participating in the Leaders of Tomorrow Program in Fall 2013. I hope that the seminar will help me to understand my own leadership values and my ability to work across cultures. o Demonstration: I expect to demonstrate the skills that I have developed

through a series of short, reflective exercises relating to the seminar’s activities. • I will also develop my leadership skills by running for office in my sorority. o Demonstration: I will provide evidence that I ran for office. If elected, I will provide an assessment of my leadership abilities from the sorority’s advisor, Dr. Alpha Sigma.

2. Research • I will develop my research skills by completing a research paper in Dr. Camp’s English Composition course.

o Demonstration: I will submit the completed paper, and Dr. Camp’s analysis, as evidence of my ability to exhibit information literacy skills and my ability to synthesize and integrate ideas. • I will begin to search for a faculty mentor for my undergraduate research project. o Demonstration 1: I will attend the Honors Program seminar on undergraduate

research in October, and will reflect upon what I have learned in a brief journal entry. o Demonstration 2: I will attend the Undergraduate Research Symposium to learn more about how research is presented in an academic setting.

3. Global Citizenship • I will continue developing my second-language ability in Spanish by complet- ing Spanish 201.

o Demonstration: Evidence of successful completion of Spanish 201 with ap- propriate artifacts of my work, such as short essays composed in Spanish. • I will learn more about at least one ethnic minority population living in Minnesota by attending culture nights or lectures at Minnesota State, Mankato, when available.

o Demonstration: I will compose a short journal entry on my experiences at Hmong or African Culture Night.

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Getting Started with Honors EFolio @ Minnesota State Mankato

EFolio stands for “electronic portfolio.” It is an easy-to-use web platform for designing a personal, professional website. If Facebook is a social window, think of EFolio as one’s profes- sional window.

Why is Honors using it?

The Honors Program uses EFolio Minnesota as its current electronic portfolio platform for several reasons. First, per- sonal efolios can help students reflect on what they’ve learned, and how they are learning it, throughout their time here at the university. Research shows that students who reflect on their learning leave university education with significantly greater learning and subsequently higher satisfaction rates. Second, the EFolio format provides an easy tool for the Honors Program faculty and staff to assess student learning. EFolio is a devel- opmental tool at the university, but as students are preparing to leave the institution, their folio can be transformed into a dem- onstration tool to present to the public, including prospective employers. Finally, if one is a resident of Minnesota, or attends a Minnesota college or university, it is a free service. Everyone else has to pay to use it.

How will Honors use it?

As students develop their Efolios by uploading content and reflections about its significance in one’s learning, the Honors Program will be accessing the sites once per year, in June after

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the spring semester ends. Honors faculty will review student demonstrations of the Honors competencies that have been prepared from student work and reflection over the course of the previous year. Then, Honors will submit a personal report that lets students know where they are in their development, and what projects and activities they’ll want to consider in the coming year. This assessment is not graded, but rather a review process that assesses and nurtures individual development of Honors competencies.

In the summer and fall, as students prepare their learning plans and goals for the upcoming year, they can use this annual review to help guide them in planning. In their senior year, all Honors Program students will take a 1-credit HONR 475:

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Honors Portfolio. This course will help students prepare the final review of their portfolios, and upon passing the course (having demonstrated all of the competencies and completing credit requirements), students will graduate with Honors from Minnesota State Mankato.

Can students keep their portfolios private?

Of course they can. Students can set the portfolio to a privacy setting, and change the settings as they develop it. Students will provide Honors staff with a special code that Honors uses to access their portfolios, but no one else will see it unless students want them to.

Can students see sample portfolios?

Visit the Honors Program website for several student portfolios created at different points in one’s academic journey, from our first-year honors students to our upperclass students. For examples, go to http://www.mnsu.edu/honors/portfolios.html.

How do students get started?

Main Site: www.efoliominnesota.com

Excellent Third-Party Web Guide: http://angieportacio.efolio- world.com/eport101

YouTube (search Efolio) has a great series of tutorials for Efolio.

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Competency Assessment Rubric

Emerging Developing Mastering Level One Level Two Level Three Level Four

The assessment of the individual student competency development is an important task for members of the Honors staff and council. In June, representatives of the Honors staff and faculty review students’ e-folios and learning plans to assess their development process. Based on guidelines created throughout the academic year, the staff and faculty evaluate the work of the student within each competency to determine which level that student has reached in their development. To gauge students’ development, the following competency rubrics are used during the reviewing process as guidelines. In order to gradu- ate with Honors, all students must demonstrate competencies at the “Developing: Level Three” level.

Research

Upon graduation, honors students will have demonstrated the ability to exhibit information literacy skills, synthesize and integrate ideas, produce original research or creative works, and contribute to knowledge.

Theme Research

Competency Rubric

Information Literacy

Students will exhibit information literacy skills

Develops ability to access information effectively, efficiently, and critically

Develops ability to evaluate and incorporate selected information into knowledge base

Demonstrates knowledge of the ethical and legal use of information

Demonstrates ability to use information effectively and ethically to accomplish a specific research goal*

Information Synthesis

Student will exhibits the ability to synthesize and integrate ideas

Develops ability to organize others’ ideas

Develops ability to evaluate and synthesize diverse perspectives on a given topic

Exhibits ability to draw upon multiple sources to present a coherent and integrated thesis statement or hypothesis

Demonstrates ability to use multiple sources across disciplines in a way that leads to new knowledge or understanding*

Original Research

Student will produces original or creative achievement

Identifies research question or creative proposal that extends knowledge or practice of their disciplines

Develops research question or creative proposal that extends knowledge or practice of their disciplines

Conducts primary research or engages in creative practice that extends the knowledge or practice of their disciplines

Exhibits completed research or creative work that extends knowledge or practice of their disciplines*

Dissemination of Results

Student will contribute to knowledge

Identifies appropriate venues for dissemination

Prepares and submits an abstract or proposal for the appropriate venue

Disseminates the results of their research or creative achievement*

Publishes the results of their research or creative achievement through a peer- reviewed venue

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Competency Assessment Rubric

Emerging Developing Mastering Level One Level Two Level Three Level Four

Leadership

Upon graduation, honors students will have demonstrated the ability to utilize personal leadership values, promote intercultural models of leadership, and guide groups toward a common goal.

Theme Leadership Competency Rubric

Emerging Developing Mastering

Level One Level Two Level Three Level Four

Values

Students will identify and utilize leadership values as members of campus and community organizations

Identifies personal leadership values

Reflects upon personal leadership strengths and weaknesses

Critiques leadership models or style(s) within group contexts

Uses personal theories and values of leadership within campus or community organizations*

Teams

Students will identify roles within teams and utilize them within campus or community organizations.

Identifies various types of roles within group and team settings.

Reflects upon roles within group and team settings.

Practices group member skills and abilities to work together toward a common goal

Articulates a general leadership philosophy to guide future collaboration within groups*

Global Citizenship

Upon graduation, honors students will have demonstrated the ability to exhibit second language and communication competencies, and exhibit cultural competency and awareness.

Theme Global Citizenship

Competency Rubric

Language

Student will exhibit second language and communication competence

Uses self- assessment to identify language competency

Exhibits growth in second language competency

Achieves ACTFL intermediate mid (or intermediate low) competency**

Demonstrates ability to tolerate ambiguity and negotiate meaning through language

Culture

Student will exhibit cultural competency and awareness

Uses discipline- specific concepts to identify other social conditions and cultural realities

Exhibits ability to analyze global inter-relations

Evaluates social conditions and cultures through engaged interactions*

Expresses ability to explain perspective of another society or culture

* Minimum demonstration for graduation with Honors ** Students who continue study of a language from high school must demonstrate ACTFL intermediate mid level competency; those who begin a new language must demonstrate intermediate low competency.

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Benefits of the Honors Program

Small Class Sizes and Great Faculty Honors courses have a maximum of 27 students in General Education sections, and 15 in advanced seminars. The small class size allows for in-depth discussions and an increased amount of interaction with professors. Smaller classes also give Honors students the ability to apply the skills they learn in class to real-world problems in a variety of hands-on experiences. In honors classes, professors demonstrate that knowledge is not something merely to master, but also to wield. There are no closed discussions, no memorization lists. Rather, information is uncovered, shared, and used as a tool by students in their ongoing journey of discovery. Honors faculty members are selected for their excellent reputation as scholars, teachers, and mentors. They enjoy creating innovative educa- tional experiences and are dedicated to student success in and out of the classroom.

The Honors Student Lounge The Honors Program Offices, located in Morris Hall 265, are shared with the Undergraduate Research Center. The lounge, where students can relax, study, or meet with faculty and staff, is student-friendly and centrally-located. Honors lectures and other co-curricular activities are held in the lounge, as are many other student or committee meetings. The administrative offices are open from 8am-4:30 p.m., and honors students may request that the lounge be available to them during other hours.

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Co-Curricular Activities As soon as they arrive on campus, honors students are invited to special co-curricular activities that foster their personal and professional development. Events may include dinners at faculty homes, special lectures and events on the Mankato campus or other regional campuses, personal discussions with national leaders, service and consulting projects for regional non-profits and businesses, and trips to national conferences. All of these opportunities are organized and paid for by the Honors Program.

Scholarship and Fellowship Assistance Although the Honors Program does not offer program scholar- ships, most students who enter the program are supported by scholarship funds by the university or by outside grant and aid institutions. Moreover, participation in the Honors Program will make students more attractive as scholarship applicants throughout their academic career. Students can use the advising and mentorship resources of the Honors Program to research available awards and to advise the students as they prepare their applications.

Research Grants The Honors Program has funding to support expenses related to student research projects. Three times per year, Honors of- fers applications for research awards of up to $500 per student. Grant application dates will be announced through weekly emails, the Honors Program’s Facebook page, or at http:// www.mnsu.edu/honors/currentstudents/scholarships.html. For a research grant application, can visit the website or can see an example of one in Appendix B.

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Networking Opportunities Honors students have the opportunity to meet a variety of people that can help them in their academic endeavors and later in their search for internships or job positions. Students often have the opportunity to eat with Honors professors, meet with the deans of their colleges, and network with guests of the program, and university and program alumni.

Personal Advising Sessions As a member of the Honors Program, students can receive one- on-one advising sessions with the Honors Director and with other Honors faculty as well. The Director can assist students with planning their course schedules, Honors program learning plans and eFolio development, applying to scholarships or internships, and even choosing a study abroad program. The advising students receive through the Honors office comple- ments the advising students will receive from their academic advisor on campus.

Honors Designation Upon Graduation The Program provides solid evidence of your real accomplish- ments in leadership, research, and global citizenship. Honors designation is recognized in an annual luncheon, in our gradu- ation ceremonies, and in your transcript.

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Co-Curricular Activities

Learning Community To help foster communication and relationships within the Honors Community, Honors sponsors have created a learning community that is required for all first-year Honors students. Students who are athletes, or who live at home in the Greater Mankato area, or who plan on joining another learning com- munity are exempt from this requirement.

The Honors Learning Community is currently located in Preska I-Hall, Floors 1 and 2. I-Hall was renovated during the summer of 2010 and includes air conditioning and heating in each of the rooms, a sink, desk, dresser, and closet. There is a kitchen, bathroom, lounge, and laundry area for students, all which make for a comfortable living area for students.

Honors Mentorship The Honors Program sponsors mentorship opportunities for the incoming class. The program was created to help new Honors students become familiar with Minnesota State and all that it has to offer, as well as facilitate relationships between various classes within the Honors Program. The mentors serve as guides as new students begin their transition to university life. Mentors are selected by the Honors Faculty Council.

Honors Student Council Each year, honors students elect a president, vice president, secre- tary, and class representatives to lead the Honors Student Council.

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The Student Council meets once a month. Student Council members meet regularly with the Director to discuss upcom- ing events and student concerns. The purpose of the Honors Student Council is to represent the needs of Honors students. The Council also assists the coordination of Honors events and informs students of news related to the Honors Program. Through the Council, students help choose courses and provide input on curricular changes. Students have the opportunity to impact the long-term development of this program and actively choose what courses they will be taking while at Minnesota State Mankato.

The Constitution of the Honors Student Council explains the function of Honors Student Council officers, the role of the Council, and other specific information. To view the constitu- tion, refer to Appendix F.

The Honors Council Purpose

Through the Honors Council, faculty and staff contribute to the development of the Honors Program while advocating for academic excellence throughout campus. The Honors Council is co-chaired by the Honors Program Director and the Dean of Graduate Studies and Research. It meets once per month during the academic year. More information on the council can be found at http://www.mnsu.edu/honors/facultystaff/council.html.

Responsibilities

The Honors Council supports academic excellence in leader-

ship, research, and global citizenship throughout the campus. The Council will:

• Work with the Dean to hire and evaluate the Honors Director. • Support Honors Program faculty and students. • Assist with recruiting, admissions, and orientation. • Review and select Honors course and seminar proposals, and present their recommendations to the Curriculum and Academic Policy Committee. • Maintain, develop, and assess the Honors Curriculum. • Assess Honors courses and student portfolio demonstrations. • Conduct program evaluation.

Members

• Co-chaired by the Honors Director and Administrative Supervisor • A Faculty Association member representing each college of the university (7 members total) • A representative from the Admissions Office • One Representative from the Office of First Year Experience • One Representative from the Office of Residential Life • One Elected representative from MSUAASF • The Honors Student Council President • An Honors Student Council class representative

Additional Resources

Career Development Center WA 209……….…507-389-6061 Center for Academic Success ML125…………507-389-1791 Department of Modern Languages AH 227…...507-389-2116 Disability Services ML 132...………………….507-389-2825 Kearney International Center CSU 250 .....……507-389-1281 Registrar’s Office WA 132…………………….507-389-6266 Undergraduate Research Center MH 265…..….507-389-5732 National Collegiate Honors Council (NCHC)…http://www.nch- chonors.org/ 34

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Appendix A

Minnesota State University, Mankato Language Competency for the Honors Program

Honors Program students develop language competency as part of their global citizenship component of the program. English may count towards this goal, if the student’s native language is not English. By the end of the sophomore year, this competency should be acquired by taking classes, by per- sonal study, by studying abroad or by a combination thereof. Modifications to the methods of study and the time line may be made in close consultation with the Honors Program Director. The language competency level that is required for the Honors Program is measured on a standardized national scale (ACT- FL) as intermediate-low and intermediate-mid proficiency.

In order to achieve this competency you may take language courses at Minnesota State University, Mankato (ESL, French, German, Swedish, Norwegian, and Spanish) and/or Gustavus Adolphus College (Greek, Latin, Japanese, Russian) in St. Pe- ter, MN or through study abroad. MSU has a number of direct exchange programs for French, German, Scandinavian Studies, and Spanish. For further information, contact the faculty mem- ber in your language area (see list below) and the Director of International Programs in the Kearney International Center in the Centennial Student Union, CSU 250. For a good overview and initial information, visit their website at http://www.mnsu. edu/kearneyic/.

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Starting a New Foreign Language at MSU If a student starts a new language, intermediate-low proficien- cy must be attained, which may be fulfilled with the comple- tion of a 202 course in the language sequence (101-102- 201-202) or the equivalent (if you study abroad or fulfill the competency otherwise). Spanish does not have a 202 course. Students complete the requirement after passing SPAN 210W.

Continuing with a Foreign Language at MSU If a student continues with a language studied in high school, intermediate-mid proficiency must be attained, which may be fulfilled with the completion of one course beyond the 202 lan- guage sequence or the equivalent (or via study abroad, or per- sonal study). To discover current competency level, students should take an online placement test for adequate placement in German and Spanish, and contact the faculty member in French and Scandinavian Studies directly regarding placement.

Online Placement Exam for German and Spanish All placement exams can be taken online. The test will take about 30 minutes and is free of charge. It is a computerized adaptive placement test, which determines the student’s level of language proficiency. Test performance determines place- ment into classes.

Address: http://webcape.byuhtrsc.org?acct=mnsu

Password: mavericks1 Choose: German or Spanish

After completing the test, the computer will identify the stu-

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dent’s placement level (e.g. the student scored into Semester 2). If the student places on the borderline, he or she should register for the higher-level course.

A copy of the test results will be forwarded to the Department of Modern Languages.

For more information on the online test taking, contact the Ad- ministrative Assistant in the Department of Modern Languages at 507 389-2116.

Non-native English Speakers who are required to take ESL Courses

Non-native English speakers whose language proficiency test- ing results require them to take English as a second language will have a choice of the following:

• ENG 105 – English for Non-Native Speakers • ENG 206 – Advanced Composition for Non-Native Speakers • ENG 105 – English for Non-Native Speakers (if not taken in the fall) • ENG 110 – Introduction to Literature • ENG 114 – Introduction to Film • CMST 100 - Fundamentals of Communication • CMST 102 – Public Speaking

Non-native English speakers who are not required to take ESL Courses:

Non-native English speakers whose language proficiency does not require them to take English as a second language

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may take any of the following courses, or courses in another language, as appropriate:

• ENG 100 – Introduction to Composition (fall only) • ENG 105 – English for Non-Native Speakers • ENG 110 – Introduction to Literature (spring only) • ENG 114 – Introduction to Film • ENG 206 – Advanced Composition for Non-Native Speakers (fall only) • CMST 100 - Fundamentals of Communication • CMST 102 – Public Speaking • Non-English language courses (see above)

Language Courses at Gustavus Adolphus College, St. Peter, MN

If a student plans to take language courses at Gustavus Adolphus (Japanese, Russian, Latin and Greek), the following requirements must be fulfilled:

• one full-time semester attendance at MSU

• be registered for 12 credits at MSU • carry a minimum GPA of 2.0

If a student is interested in taking courses at Gustavus Adol- phus College, he or she should contact the Honors Director for assistance.

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Appendix B

Student Research Awards

The Honors Program is accepting applications for student re- search grants of up to $500. Students may use their grants for supplies, materials, and travel reimbursement. Grants will be awarded in the Spring semester and must be used before June 30, 2011. Application deadline: ---. Funds will be distributed to the department of the faculty mentor for use in the student research project.

1. Name Last First M.I.

TECH ID:

2. Local Address

City: State: Zip:

3. Local Telephone:

E-Mail:

4. How many Honors credits earned?

Overall GPA:

5. Are you taking Honors Courses in Spring 2011?

cont. on next page...

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Class(es):

6. Title of Research Project:

7. Faculty Mentor:

8. Provide the following in support of your application: (ap- plication will not be considered if incomplete)

(a) One-page statement (student name withheld from state- ment, and no more than 250 words) describing your research project, its objective, how the research grant will aid or support your project, and your plans for dissemination. (b) One-page budget itemizing anticipated expenses; (c) A project schedule or calendar identifying dates when ma- jor elements of the project are expected to be completed; (d) A letter of support from your faculty mentor.

Date:

(Signature)

Appendix C

Honors Program Contract Proposal Form

This form includes information specific to your honors contract. Honors contracts include work a student completes in addition to their regular course work. Simple extensions of a student’s normal class work are not eligible for honors contracts. Complete each section of this form, obtain the agreement of your professor, and return to the Honors Program Of- fice for approval by the end of the first week of classes. This form can also be used to propose HONR 450, 455, and 499 courses.

Last Name: First Name: Middle Initial:

Tech ID #:

Current Local Address:

Phone Number:

Email:

Year (Fresh, Soph, Jr, Sr):

I request an Honors Contract in (Subject, Course, Title):

Please complete the following sections. Use additional paper as necessary.

41 cont. on next page...

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1. What is the title for your Honors Contract Proposal?

2. Describe your project (one page maximum).

3. What competencies (and developmental levels) will your project demonstrate?

4. Provide a tentative schedule for meetings with your instructor. You must meet with your instruct at least once per month during the semester.

5. Describe the final product of your Honors Contract.

6. Provide your project due date.

Student Signature:

Date:

I certify that I am an Honors Student and that I understand the proce- dure for establishing and fulfilling an Honors Contract.

Instructor Name:

Department:

Office Phone:

Instructor’s Signature:

Date:

I agree to sponsor the above student in their Honors Contract and I approve of the contents of this proposal form.

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Appendix D

Honors Contract Option: Frequently Asked Questions

What is an Honors Contract? It is a faculty-mentored semester- long project that complements a particular course in which the student is already enrolled. Contracts can take the form of research papers, class presentations and lectures, supplemental bibliographies with a literature review or other related projects, undergraduate research with a faculty member, or creative or artistic activities. All contracts must generate a project that is evaluated for a grade. The project should be designed to comple- ment the student’s honors portfolio. The contract is not designed to be a simple extension of the course (i.e. a 15-page paper where the other enrolled students are writing a 10-page paper).

Why do an Honors Contract? Honors contracts at Minnesota State Mankato are designed to allow for more variety and flex- ibility in an honors student’s busy schedule. They also allow the student to develop leadership, research, and global citizen- ship competencies in courses related to their major or minor.

Who is eligible to complete an Honors Contract? Any honors student can complete a contract. Students can use up to 9 credits of honors contract courses as a substitute for 9 credits of their honors general education requirement. Contracted courses can be at any level of the curriculum. Contract courses do not substitute for Honors seminars (401 courses). Students may only contract one course per semester.

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What is the professor’s responsibility? Professors are respon- sible for assisting in the design of the project and mentoring the project through the semester. Professors should not offer “extra credit” for the project; instead, they should incorporate the project into the regular grading method for the course.

How much work is required for an Honors Contract? Students should meet with their professor to discuss their projects at least once per month. Two-to-three hours per week spent on the project would be a reasonable time commitment on the part of the student.

How do I apply to have an Honors Contract approved? Students should meet with their professors and the Honors Program Director to discuss proposals. Once a student has established a project, he or she must complete an Honors Con- tract Proposal form by the end of the first week of classes.

How do I receive credit for my Honors Contract? Students must submit an end-of-semester summary report, signed by their instructor, and receive a grade of ‘B’ or above in their course. To receive credit, the summary report must be submit- ted by the last day of the semester. No honors credit will be re- ported on the student’s transcript for Honors Contract courses. Records of Honors Contracts will be maintained internally within the Honors Program Office.

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Appendix E E-Folio Evaluation

Last Name: Click here to enter text. First Name: Click here to enter text.

Year: Freshman Sophomore Junior Senior

I. WELCOME PAGE Able to view welcome screen without scrolling

☐ Text and Photos are related ☐ Presents introductory message

Personal mission statement is displayed ☐ Easily Navigable

x Links to Honors related material ☐ Displays a logical organization style

- Demonstrates correct writing mechanics ☐ Maintains a professional tone II. E-Folio organization comments

III. Leadership Competency ☐ Emerging ☐ Developing Mastering

cont. on next page...

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Current Performance:

Suggestions for Future:

IV. Research Competency ☐ Emerging ☐ Developing Mastering Current Performance: Click here to enter text.

Suggestions for Future: Click here to enter text.

V. Global Citizenship ☐ Emerging ☐ Developing Mastering Current Performance: Click here to enter text.

Suggestions for Future:

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Appendix F

Constitution of the Honors Student Council

ARTICLE I: NAME

Section 1. The name of this organization shall be Honors Student Council.

ARTICLE II: PURPOSE

The purpose of this organization shall be to represent the Hon- ors student body to the administration, campus, and Mankato community. a. It will foster a cohesive Honors community and provide communication among the aforementioned groups. b. It will work with the Learning Community Coordina-

tors (LCC) and administration to provide programming that enriches the theme of the Honors Program to members of this organization.

ARTICLE III: MEMBERSHIP

Section 1. Membership will be established by acceptance in the MSU Honors Program. a. Membership is automatic with enrollment in the program.

Section 2. This organization does not require membership fees. a. Applicable student programming costs will be provided by the Honors Program Budget.

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Section 3. The Honors Student Council will not discriminate against qualified persons regardless of race, creed, religion, color, national origin, age, physical disability, reliance on public assistance, sex, marital status, or any other class or group dis- tinction as set forth by state or federal anti-discrimination laws.

ARTICLE IV: OFFICERS

Section 1. The organization's Officers shall be: a. One Honors Student Council Representative. b. One Vice President c. One President. d. One Secretary.

Section 2. The duties of each Officer shall be: a. The Representative will attend Honors Council Committee

meetings and act as a voting member. In addition, this repre- sentative will voice the comments, concerns, and ideas of the Honors Student Council. If he/she cannot attend the meeting, he/she must find a replacement from the other officers. This officer will be elected in the fall of the academic year. b.The Vice President will be responsible for communicating with

the Honors Program student workers and other officers to plan programming for the members of the Honors Program. The Vice President will also collaboratively inform members of the upcoming events via email, text message, social networking. c. The President’s position will be to schedule and organize

meetings, maintain communication among all parties, and en- sure that the duties of the Honors Student Council and Honors Connect are being performed. He or she will also attend the Honors Council Committee meetings. If he/she cannot attend

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the meeting, he/she must find a replacement from the other officers. The President will further be expected to complete duties as needed by the Honors Student Council. d. The Secretary will be responsible for taking minutes at each meeting and will recall the minutes from the previous meetings.

Section 3. The length of term of office will be one academic year.

Section 4. The method of election shall be: a. Application based, with nominations also available. The nominee may choose to accept or reject the nomination. b. There is no limit to the number of terms any one officer can serve.

Section 5. Voting. a. Voting will be via secret ballot at the last internal meeting of March every year, with the exception of the Representative, who will be elected in the fall at a regular meeting. b. The current President will count the votes under supervision of the Advisor. c.A simple majority shall be the method of selection.

Section 6. Office Vacancies. a. If a vacancy occurs, it shall be filled at a special meeting called for the purpose of electing the officer. Members shall be given at least forty-eight hours notice of this special meeting.

Section 7. Officer Eligibility. a. Officers must be in good academic and disciplinary stand- ing at the time of their election and remain in good standing during their tenure in office.

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Section 8. Removal from Office. a. A petition of at least five members shall be submitted to the Honors Program Director in order to call for the meetings. b. Any officer who has failed to fulfill his or her responsibili- ties may be removed by anonymous vote during a set of two special meetings held for this purpose within a week of one another. A notification of the date/time/location of these meet- ings must be submitted to the entire membership via email at least one week prior to the special meetings, and all parties concerned shall have the opportunity to present their case. Proceedings in such cases shall be confidential. A vacant office shall be filled according to Section 6. c. At least a combined one-half of total membership must be accounted for between these two meetings. If not, the proceedings will end, and another call for removal can be made, resulting in another set of meetings. A member can only vote once between these two meetings. Of the members that attend either of these meetings, a two-thirds vote is required to remove an officer. d.These special meetings can only be held a maximum of five times, for a total of 10 meetings for the officer in question.

ARTICLE VI: FINANCES

Section 1. Finances will be determined with the assistance of the Honors Administrative Council at a later date.

ARTICLE VII: READING OF THE CONSTITUTION

Section 1. The constitution will be available via D2L for view at one’s convenience.

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Section 2. The constitution will also be available per request in paper copy in order to conserve resources.

ARTICLE VIII: ADVISOR

Section 1. The advisor of the Honors Student Council will be the Honors Program Director. Section 2. The advisor’s duties shall be: a.To receive communication from the Student Council and provide an administrative direction and general advice for the members at large.

ARTICLE XII: METHOD OF AMENDMENT

Section 1. This constitution can be amended at a special meet- ing called for this purpose. A petition of at least five members shall be submitted to the president in order to call a meeting. a. Notification of the date/time/location of this meeting must be submitted to the entire membership via email at least one week prior to the special meeting. b. At least one third of the total membership must be in at- tendance at this meeting, otherwise the vote is null and void. Of the members in attendance, a majority vote will result in amendment of the constitution. c. Moreover, the constitution must be reviewed and/or amended at the beginning of each academic year and when the organiza- tion reaches the following number of members: 60, 90, 120. d. There is no limit to the number of amendment meetings that may be called per amendment in question.