The fi rst Saturday of the semester, freshman and returning honors students woke up early and headed down to Kure Beach for a day of survey, sweep and service. Now in its ninth year, Beach Sweep is an Honors tradition, but this year the service event included helping to conduct a survey on safety issues and continued community improvement. Phyllis Mojzis, a member of the Beach Protection Committee at Kure Beach said “We have been wanting to do a beach survey all summer and never had the opportunity, so it seemed like involving UNCW Honors Program was the perfect solution.” Honors students were excited to rise to the challenge. “People responded to them very quickly. We were amazed we had 100% participation and we got some

great results,” said Mojzis. The Kure Beach Town Council plans to use the information collected in the survey in community development programs. Surveying and sweeping were equally successful. Freshman Lisa Shalvey comments, “My favorite part of the day was when people would react to the fact that we were cleaning up the beach and making it look nicer. They were genuinely

thankful and it was nice to be able to say we were doing it through the Honors Program at UNCW.” Working together in survey-sweep groups created a sense of camaraderie amongst honors students. Sophomore Brittney Knotts said that this service event was a great opportunity to meet the new honors freshmen-- her group sang songs by way of welcome. Working more closely with the Town of Kure Beach was another successful part of the experience. Town Commissioner Jim Vatrt said, “I want to express our sincere appreciation to the students and faculty for their time and effort.” Mojzis also comments, “Their enthusiasm was overwhelming for a Saturday morning!”

PERIPLUSA circumnavigation; a voyage or journey round a coastline; an epic journey, an odyssey

HONORSSCHOLARSPROGRAM

Volume 3, Issue 2Dec 2009

Starting With Service By Tiffany Strickland ’11

Honors students interview a beach-goer. (including Christine Stark, Kari Davidson, Kim Thornton, TJ Pajooh and Will Perez)

Interning in NYC By JB Gilpin ’10 After expressing my interest to Terry Linehan, the internship director for the Film Studies Department, he immediately recommended me for a script reader internship. I was lucky enough to receive a position. I arrived in NYC in late May and soon began working for the Weinstein Company, one of the leading independent studios in the US. I read 20-30 scripts and wrote coverage on them. Coverage consists of a summary of the script and a one page response to if the script is well-written, would it make a good fi lm, and above all, would it make money for the company. While reading the scripts was informative, the most I got out of the internship was experiencing the city along with getting a fi rst hand insight into the studio system. It really is as crazy as people can believe with angry executives running around mad at no one in particular and stress levels that every once in a while can fl y through the roof. I had a unique experience because I got to work in the main room while other interns were secluded in an “intern room” where they didn’t get to interact with the employees as much. Everyone at Weinstein was extremely nice and helpful, and I had a very rewarding experience. If anyone feels intimidated by pursuing a career that could take them to a major city, I would tell them that it’s easy to learn the ropes, and to have no fear.

How I Spent My Summer Studying Leopard Sharks at ScrippsBy Mark Royer ’11

During the summer I worked as an intern at the Scripps Institute of Oceanography in La Jolla, California. I was an assistant to a graduate student named Andy Nosal who studies the behavioral ecology of leopard sharks in the southern California bight. I got this internship by contacting Dr. Graham, Andy’s advisor at Scripps, asking if I could be an assistant in his lab. We set up and conducted a passive tracking study of the leopard sharks by constructing mooring lines that were equipped with acoustic receivers and setting up an array of these tracking receivers from the Tijuana boarder up to Del Mar. Male and female leopard sharks were caught and tagged with acoustic transmitters, allowing us to monitor the movements of sharks over the time span of a year. The fi eld work was rigorous but very exciting. I took the opportunity to SCUBA dive and snorkel in the kelp forests and benthic habitats in southern California while observing the leopard sharks in the wild. While working at Scripps I learned new skills in fi eld biology, seamanship, and research diving. I also had the opportunity to meet many prominent researchers in the fi eld of marine science and interact with graduate students at a world-

renowned research institute. I will be returning to Scripps this summer to do an Honors project on a diet study of the leopard sharks and to continue assisting Andy Nosal and Dr. Graham on leopard shark tagging and tracking.

Mark Royer

Photo by Mark Royer

I’m from the marine lab… By Heather Page ’11

I spent my summer in the little town of Bodega Bay, CA. I participated in the Research Experience for Undergraduates Program at Bodega Marine Laboratory (BML). This 8-week internship included developing a research project, writing a scientifi c paper, creating a poster, and participating in both poster and oral presentations. My fi rst week was spent learning about a topic of climate change that I had never heard of: ocean acidifi cation, which is the drop in pH of the oceans due to increased CO2 emissions. Under the guidance of Dr. Brian Gaylord and Annaliese Hettinger, I developed a project that would examine the impact of ocean acidifi cation on the metabolism and growth of oyster (Ostrea lurida, California’s native oyster) larvae. Through my experiment, I learned how to properly collect adult oysters, condition them to release larvae, raise larvae under manipulated CO2 conditions, and measure the metabolism and growth of the larvae. I found that under increased levels of CO2 in the water, the metabolism is greatly negatively impacted throughout larval development. The internship also included learning about the environment in California, science ethics, and science communication. The other interns and I took several trips to experience the west coast, including a Redwoods hike and a

day in San Francisco. I also had a couple opportunities to present my research to the public and local science communities. This internship was truly a life-changing experience for me. I have now found what I want to do with my life: research the impacts of ocean acidifi cation on marine invertebrates. I now have a close-knit group of peers who love science as much as I do, and I know I can depend on them for any help with science research I may need in the future. I look up to the scientists I worked with and have found in them the type of scientist I hope to be someday.

Heather Page -- Muddy but happy

Saxtet in Thailand By Will Piner ’11

This past July I went to Thailand to play with the UNCW Saxtet at the World Saxophone Congress in Bangkok. Held every three years, the World Saxophone Congress is the largest international gathering of some of the best saxophonists in the world. We got to meet and play with some really fantastic musicians from many different countries, including both legendary saxophonists and people who were previously unknown to us. We also enjoyed the chance to experience a culture vastly different from our own, and we took a couple of days off from the conference to go and experience Thailand. We spent some time exploring Bangkok on foot and also went on a tour of the Grand Palace, the Temple of the Emerald Buddha, and the Damnoen Saduak fl oating market. It was a huge honor for us to be able to do this, and it was an experience that none of us will forget. We received fi nancial support for the trip that was well beyond what we could have hoped for, and our greatest thanks go out to the donors that made this happen.

¡Bienvenidos a Ecuador! By Sarah Arsenoff ’11

Welcome to Ecuador! After a semester’s study of Ecuadorian politics, geology, and geography, two HON 120 enrichment seminar classes headed off to begin a grand adventure. On May 11, 2009, we landed in Quito, the bustling capital city that stretches for over 45 miles across the highlands of the Andes Mountains. At two miles above sea level, this city was nothing short of spectacular. In the past 50 years, Quito’s population has grown from 200,000 to over two million people. Over the next several days, we climbed volcanoes, explored city landmarks and ate so much food that our bellies nearly burst. Still, as we drove through the city and the mountains, I couldn’t help but notice the mass deforestation, poor waste management, and highly unsustainable farming. Many of the mountainsides had been cleared for farming, which will likely cause erosion. There was a small fi re in one of the valley crevasses where wastes had been dumped. Our tour guide mentioned that most farms grow only corn, and after so many seasons the soil becomes infertile. We hadn’t left the mainland for the Galapagos yet, but we could see widespread evidence of mass habitat destruction and lack of enforcement mechanisms to preserve the integrity of the land. As we continued our adventure, we followed Charles Darwin’s footsteps and journeyed to the great Galapagos Islands. This archipelago is widely known for its incredible contributions to biology. However, over the past few centuries, invasive species and overharvesting have threatened the integrity of the islands’ biodiversity. Our daily excursions provided us with the opportunity to explore the great beauty of the islands and to learn about the policies protecting Galapagos. We arrived on the island of Baltra, a fl at and largely barren island that was used as a U.S. military base in World War II. After ferring to Santa Cruz Island, we boarded a bus and headed to the largest city in Galapagos: Puerto Ayora. This city is home to the headquarters of the Charles Darwin Foundation and the Galapagos National Park. Over the next several days, park rangers guided us around several of the islands. We climbed both active and inactive volcanoes, snorkeled around several islands, swam with sea lions and sharks, sailed across

the open ocean, hiked along pristine beaches, and observed the incredible wildlife. The wildlife included several species of giant tortoise, marine iguanas, fi nches, blue-footed boobies, parrotfi sh, sea turtles, sharks, and crabs. This journey was a biologist’s dream, but reality reminds us that the park preservation is not highly effective and that the islands are still accruing much damage. Nonetheless, ask anyone that went on the trip, and they’ll say that it was an adventure they would repeat in a moment’s notice.A delicious lunch at a home in Santa Cruz.

L to R: Matt Okoneski, Sara Johnson, Jessica Daley, Eddie Rubio, and Alex McLean.

A group of blue-footed boobies and a couple of pelicans on a rock just off the island of Santa Cruz.

Teaching ENG 212, British Literature Since 1800, as an Honors basics studies class was a privilege and a pleasure. Like most literature surveys, the class had several goals: to trace a chronology of British literature, exploring breaks and connections in that trajectory; to understand how literature refl ects the major debates and issue that faced Great Britain in the nineteenth and twentieth centuries; and to hone my students’ critical and close reading skills, their analytical skills, their communication skills, and to sharpen their intellectual curiosity. The goals then were two-fold: to introduce students to a body of knowledge and to sharpen their intellectual skills, which include reading, writing, and presenting their ideals publically. While I’ve taught the British Lit Survey II several times over the years, this time I had a new focus on Monsters, Murder, and Madness, and one of the running themes of the class was how the meaning and characteristics of “monsters” change over the years, and the signifi cance of those changes. From the initial day, I could tell this class would be different from other basic studies literature classes I had taught in the past, primarily because several of the students were already comfortable taking risks (meaning talking aloud) in class. They were willing to refl ect on their experiences and share those ideas with the other students. I think this is one of the real advantages of the Honors program. Because many of the students were already comfortable speaking aloud, they created an atmosphere of shared inquiry from day one: I didn’t need to create that for them, which sometimes can lead to artifi ce or a sense of awkwardness. Additionally, we didn’t have to try to put each other at ease so much, so we could launch immediately into sophisticated, in-depth discussions about the texts and other cultural issues. Honors classes, more so than other basic studies classes, are

supposed to stress students’ leadership qualities. I tried to facilitate these characteristics within students by setting that tone myself, and also by encouraging them to take on a more active role in the discussion.

Formally, they practiced this skill by leading class discussions in groups of two throughout the semester. This engagement strengthened their public speaking skills and their ability to think on their feet. One of the benefi ts of such an exercise is that the quieter students necessarily come out of their shell more. By not resigning themselves to the safe space of silence, they realize they can speak--and that in fact speaking out loud is a good way to come to insights about literature, greater issues, or personal revelations about themselves. Additionally, the students showed their initiative by

asking for meetings outside of class. I never had this experience as a teacher before, and happily provided pizza for students who craved additional intellectual stimulation. Though there was a great deal of laughter during our viewing of Bram Stoker’s Dracula, the discussion the following day showed the students’ insightful critique of the fi lm and their awareness of some of the cultural preoccupations peculiar to the twentieth century (when the fi lm was made) and those that transcended time. Finally, I think this class moved at a much faster pace than typical basic studies courses I’ve taught before. Because of the students’ sharp analytical skills and their willingness to share their ideas about the texts, we were able to advance to very sophisticated understandings of the literature studied quickly and often. Teaching in the honors program was an energizing experience that allowed me to more easily see what I think is the most important lesson we teach our students: to respond to intellectual challenges with grace and enthusiasm, so they can exercise their mental capacities to their fullest abilities.

Teaching in Honors: ENG 212 British Literature Since 1800

by Katherine Montwieler, Ph.D.

Dr. Montwieler

Honors Living By Sarah Arsenoff ’11

Almost every Resident Assistant at UNCW will tell you that they didn’t realize what they had signed up for until the end of RA training in August. The typical RA at UNCW does so much more than what a student perceives. With 80 RAs on campus, each one of them has an entirely different experience, and most of them would say that they wouldn’t trade the experience for anything else. My experience as an RA has been an amazing journey. There have been sleepless nights, endless laughter, diffi cult struggles, and incredible memories. None of this would have been possible without the energy of the residents and the passion of the RA staff. I have been an RA in the Honors House for two years, and before that I was a freshman resident there. Each year has been unique and a great learning experience. No year has been better than the last. The general atmosphere of this year’s house refl ects the residents’ excited personalities. It seems that the students are actively involved in planning excursions and events together, as well as actively involved in organizations around campus. In the dorm, there is never a moment where residents are not sitting in the common spaces talking, laughing, studying, and enjoying the present moment. These students have bonded from day one, creating more memories than can fi t into this article.

Honors House residents gather in the Circle of Fun for a night of games, music and dancing.

Honors Alumni NewsConnie (Batounis) Ronner (B.S. Business ’99) lives in Wilmington with her husband Tom and 4 year old daughter Ella. She is a Commercial Relationship Manager with SunTrust Bank.

Meredith Hoxie (B.S. Psychology, Communication Studies ’04) is fi nishing up her 3rd semester at Boston University’s School of Theology where she is working towards an MDiv (Master of Divinity). She worked with the General Board of Church and Society of the United Methodist Church in Washington DC this summer advocating for the United Methodist Church’s position in support of health care reform.

Darcy Lutes (B.S. Marine Biology ’04) took a position through UNCW after graduation doing coral reef research in the Florida Keys and Puerto Rico. She later enrolled in

graduate school at the University of Oklahoma where she studied toxicity of acid mine drainage and earned a Master of Environmental Science. Presently, Darcy is a visiting lecturer in Biology at the University of North Florida.

Tricia Meredith ( B.S. Marine Biology ’04) co-authored “Commensal Foraging Between Double-crested Cormorants anda Southern Stingray,” in The Wilson Journal of Ornithology (2009), researching the symbiotic feeding relationship between cormorants and a stingray. She is fi nishing up her PhD at Florida Atlantic University in Boca Raton, FL.

Jenn Reingle (B.S. Criminal Justice, Sociology ’06) completed her masters in Criminology at the University of Cincinnati in 2007 before moving to Florida. She is currently a third-year PhD student in Epidemiology

in the University of Florida College of Medicine. Her work focuses the prevention of alcohol and drug use among adolescents. Graduate school takes up most of her time, but her little free time is spent training for marathons.

David Eric Morgan (B.S. Marine Biology ’08) entered into a substitute teaching position at his old high school in Currituck, NC, immediately following graduation, where he was able to put his biology degree to good use teaching 10th graders about ecology. He then moved to Morgantown, WV and began professional school at the WVU School of Dentistry in August. According to David, “The Honors Scholars Program at UNCW allowed me many accomplishments that make me proud of my undergraduate experience, and set a standard of success for the rest of my life.”

Congratulations to Our Fall Graduates

(Students listed by major, not in order)University Honors with Honors in:

Biology: Caroline Thompson Film Studies: Peter Kapuscinski, Alan Neal, Benjamin Zehringer Geology: Trevor Lancaster Business Administration: Kristin Anderson, Jennifer Knuckles Nursing: Allison Watkins

(Students listed by major, not in order)Honors in:

Anthropology: Grayson Greco Biology: Cheston Saunders, Emilee Smith, Robert Trost Education of Young Children: Heather Jones English: Brittany Glover, Andrew Peterson Film Studies: Leo Hageman Nursing: Cassandra Buchanan, Sarah Gaines, Kristen Grimsley, Megan Hardin, Brandi Knight, Veronica Silveira Psychology: Camille Arnold, Tara Jackman

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Please make checks payable to UNCW and mail to:Advancement Services, UNC Wilmington, 601 S. College Road, Wilmington, NC 28403-5905

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MAKE YOUR GIFT ONLINE: www.uncw.edu/giveonline

In Your Corner: Kate BruceThis fall, the Honors Scholars Program adopted a new mission statement that better refl ects the purpose of the program at UNCW. Both honors faculty and students worked together to develop this new statement. The new mission statement emphasizes the importance of the honors community and the opportunities honors students have for unique learning experiences such as study abroad.

The mission of the Honors Scholars Program at the University of North Carolina Wilmington is to attract and retain academically talented students. The Honors Program offers a powerful learning experience by encouraging curiosity, critical thinking, and independent work skills, and by developing a community of honors scholars on campus. The Program is committed to offering opportunities to students as they pursue their academic passions in college. The vision of the program is to encourage and support life-long learning, including a global perspective.

In addition to revising the mission statement this fall, we were busy hosting a statewide undergraduate research symposium and new undergraduate research journal. Plus another great class of fi rst year honors students and a record number of fall honors graduates! Thanks to everyone who helped make this fall quite remarkable! Happy Holidays!