from VCCA Journal, Volume 10, Number 1, Spring 1996, 16-25
© Copyright 1996 VCCA Journal
Susan Johnson was trying hard to beef up a watery resume. A good student in high school, she dropped out of college after one semester and got married. Now, seven years and three children later, Susan was ready to try college again.
It was pretty obvious to her that a growing family of five would have a hard time getting by on her husband's income alone. If Susan were to help with the breadwinning, though, she wanted something more than just an entry level position--and that meant more education.
Susan felt confident that she could pull in some good grades. But how, she wondered, could she make herself stand out so that an employer would give her application priority treatment?
With a sinking feeling, Susan thought of the bright-eyed 20-year-olds who had time to rack up an extracurricular score by being president of this and chairman of that.
"I am really ordinary," she thought to herself.
And then she noticed the honors program pamphlet in the display case outside the admissions office at her local community college.
"Are you intellectually motivated?" the pamphlet asked. "Are you academically competent? Join the honors program and meet other students of like mind. Flag your transcript and resume so that prospective colleges and employers will notice you."
Susan's interest was immediate, but she also had questions: Would the courses be too hard? What if she started an honors course and couldn't keep up?
As Susan was pondering her dilemma, Bill Mathews stopped by the display case and also picked up a pamphlet. Bill had dropped out of high school, gone to work in a service station, earned a GED, and then entered the service. He was now in his mid 20's.
In the service, Bill was one of the lucky ones. He had seen the world. He had been to some of Europe's great museums. He had been inspired to make something of his life. But where to begin, he wondered, and what to aim for?
If he graduated from the community college, would he be able to get into a good four-year school? How could he make his transcript look better than anybody else's? After reading the honors program pamphlet, Bill had other questions--questions similar to Susan's.
Even though he didn't have children at home to attend to, Bill knew he would have to work part time while going to school, and he wondered if that would keep him from participating in the honors program.
Both Susan and Bill made appointments with the honors program director. This is what they learned.
(1) Honors program students must be on the Dean's List (3.2 GPA) the semester prior to beginning the honors program and must have a faculty nomination. Faculty nominations are solicited by the honors program director about the tenth week of the fall semester. Nominees receive letters of invitation from the college president. Students who do not receive letters but would like to join the honors program are encouraged to consult with their advisors. Advisors may then submit names of students they feel are qualified.
(2) Only those students planning to graduate from the college are considered full members of the honors program. Upon completing the requirements, these students receive a gold sticker on their diplomas designating them "Honors Program Scholars." This designation is also entered on their transcripts and may be used on their resumes.
(3) Honors program requirements fall into two categories. (a) All honors program students must take on two one-credit honors seminars which meet once a week and are team-taught. These seminars are described at the end of this paper. (b) All honors program students must complete an honors project in three other courses which offer at least three credits each. These may include regular courses which have special honors components or specially designed honors courses. Some courses routinely contain honors components (sophomore literature, and all courses with a HUM, PHI, or REL prefix, for example). Students may ask individual faculty members about creating an honors project for a particular course.
(4) Students who earn grades of "A" or "B" for their honors projects and the related courses receive a notation on their transcripts that they have earned honors credit in those courses. If they earn less than a "B," they receive credit for the course, but no honors designation.
(5) Students may earn honors credit without being full members of the honors program, and this credit is duly noted on the transcript. If a student enrolls in an honors seminar but decides not to stay in the honors program, he still receives honors credit for the seminar. If a student has a special interest in a particular course, he may do the honors project in that one course only.
The contents of student handouts for the two honors seminars as well as courses with honors components follow.
Honors Seminars
Humanities 195
(Phi Theta Kappa Honors Seminar)
The goal of this seminar is twofold. First, the seminar format makes it possible for students of similar academic ability and motivation to become better acquainted. Second, this particular seminar enables you to explore a nationally selected subject under the guidance of several faculty members who represent a variety of academic disciplines.
The seminar is called the PTK Seminar because its topic is the one selected for study by the national Phi Theta Kappa organization. A different theme is chosen each year, and this year's theme is "Science, Humanity, and Technology: Shaping a New Creation."
Phi Theta Kappa is the national honor society for two-year colleges. If you are not already a member, you should certainly look into the possibility of membership. It will not only be a positive enhancement of your community college experience, it will look good on future academic and job related applications.
During the first part of the semester, seminar presenters will be Lord Fairfax faculty members who represent different disciplines and who will address the topic from the point of view of the discipline.
While you are listening to the faculty presentation, you will be researching and writing a paper that explores some aspect of the theme. You will be assigned a faculty mentor who will supervise and evaluate your work. If you are doing a paper in another class, it may be possible for you to use that paper as the seminar paper if your mentor approves.
You will be responsible for some reading material: either one long book or more than one short book. Faculty presenters are likely to ask you to read an article prior to their presentation. If so, you will receive each article a week before the relevant presentation. Whenever you are asked to read something, there will be an accompanying study question for you to respond to in writing. These reading responses will be turned in at the beginning of the class period for which they are assigned.
During the last part of the semester, students will present their papers and lead a brief discussion. Student papers eventually will be bound and put in the library in the permanent collection. When you finish your final drafts, please turn in one copy to your mentor for evaluation and one "clean" copy to Prof. Cogan (Honors Program Chairperson) for binding.
English 195
(Composition II, Honors Seminar)
The goal of this seminar is twofold. First, the seminar format makes it possible for students of similar academic ability, motivation, and interest to become better acquainted. Second, the extra hour a week enables us to add an extra dimension to the regular ENG 112 syllabus.
In your regular ENG 112 class, you will be studying poems, plays, and short stories. In this seminar, we will add several short novels and a video-taped or movie version of a novel. The research paper that you write for your regular ENG 112 class will be based on some aspect of what we study in the seminar, and you will be expected to focus your paper on at least two of the works studied in the seminar. This year's theme is "Science, Humanity and Technology: Shaping a New Creation."
Participating in an in-depth study of longer works of fiction under the guidance of different instructors will help you develop your critical skills. You should expect to find variations of interpretation among the seminar leaders and will be expected to work toward your own interpretation of the works.
The possibility of multiple responses to a literary work is a good part of the fascination of literature. What must always be remembered, however, is that, to be valid, a response must be rooted firmly in specific details from the work. You will need to use these details--passages that seem significant to you--as support for any comments you make in your journal entries, in class discussion, and in your paper.
Bear in mind that the skills you develop in this seminar will help you become not just a better reader, but also a better judge of the literature you encounter in the movies or on television. Discriminating readers and viewers soon learn to recognize and appreciate works of quality and to separate them from those of lesser value. In turn, as a result of a more regular exposure to works of literary merit, you will find yourself provided with a greater insight into yourself, others, and life in general--which is the purpose of literature.
Course Policies - Honors Seminars
Students enrolling in an honors seminar must have a faculty nomination and be on the dean's list (3.2 GPA). Students who pass but who earn less than a "B" will receive the one hour of credit but no honors designation.
Students will read/view/listen to all material assigned and will come to class prepared to discuss the material. They will complete written journals as assigned and will turn them in at the beginning of the class period.
Students will follow a standardized handout for researching, writing, and presenting a course paper that may also count as the paper in another course if the faculty members involved approve. Students will be assigned faculty mentors who will approve their topic, supervise the research, and evaluate the paper. The course paper will be evaluated according to a standardized handout.
The course paper will count 60% of the course grade. An oral presentation of the paper, together with the written journals will count 40%. Students who know they will have to miss a class may receive their journal grade by turning in the journal entry ahead of time.
Students may miss one class prior to spring break and one class following spring break without penalty provided they submit to Prof. Cogan (Honors Program Chairperson) a formal memo documenting a verifiable emergency. Students whose absences exceed this limitation will receive a grade penalty of 10 points (one letter grade) per absence. A two-point penalty will be levied for each instance of tardiness. All seminars will begin promptly at 5:45 p.m.
Courses with Honors Components
Philosophy Honors Components
Students admitted to the LFCC Academic Honors Program may earn honors credit by completing course objectives in the following courses: PHI 100, PHI 220, and PHI 226.
Honors students will complete one major paper during the semester (instead of the two short essays submitted by the regular students). The honors paper will be type-written, double-spaced, 6-9 pages, including references. Each course has a specific theme: PHI 100--Utopian Social Philosophy; PHI 220--Social Justice; PHI 226--Ethics of War and Peace.
Highlights of honors papers will be presented orally in a group setting with an opportunity for scholarly dialogue. The paper will be evaluated by the course instructor for its philosophy essay assessment factor. With the exception of the honors paper and oral presentation requirement, all other philosophy course requirements will be observed in accordance with the regular routines. Students who complete the above described requirements and who receive a grade of "A" or "B" in the course will have "honors credit" for the course designated on their transcript. The selection process for the honors components is as follows. Students will be nominated for honors courses each semester by faculty members throughout the college. Students who have made the dean's list or the president's list during their most recent semester at LFCC are automatically eligible.
U. S. History Since 1945 - Honors Component
Honors credit may be granted when a student takes the essay or book review option--in addition to the work assigned in the regular syllabus--and receives a grade of "B" or "A" on it and an "A" for the regular course.
Book Review Option: Select two titles from the "Bibliography of Recent Publications" provided by the instructor and prepare a book review on each. The typed review should contain the following: one page of introduction to the author of the book and the topic; six to seven pages on the content of the book, particularly items that seem the most significant to you, the reviewer; a one to two page summary of your impressions and analysis. Quotes shall not exceed a typed line each. The review should be no less than eight typed pages or more than ten. The student should identify the desired books and have the instructor's approval for this option by week three. The reviews must be turned in on the last week of class; otherwise, there will be a penalty.
Essay Option: Select a topic--in conference with the instructor-- dealing with some of the issues considered in the course. Topics will be analytical and problem solving in nature, rather than simply descriptive and narrative. The paper should be no less than 16 and no more than twenty typed pages. In addition it will be fully source noted with a bibliography. Selection of this option must be approved by week three. The essay must be turned in on the last week of classes; otherwise, there will be a penalty.
English 241 - Honors Component
The honors component for English 241 is designed to allow students to study some aspect of American life and literature not covered in the class. All aspects of the life and history of a time affect literature in some respect, so students may be imaginative and inclusive in what aspects of American life and culture they select to investigate.
The student will be expected to (1) select a topic of interest and have it approved by the instructor; (2) select a project that will demonstrate the results of the study; (3) schedule at least one conference per month with the instructor to report progress (more if desired or needed); and (4) complete the study and project by the end of the first week in December.
Some suggestions follow.
Project reports may include the following: oral reports, term papers, musical performances, art portfolios, blue prints, fashion sketches, video productions, recipe files, geneologic diagrams, wood work, doll dressing, or scale models.
English 242 - Honors Component
The honors component for ENG 242 is designed to introduce the student to the development of the American theater. The student will select a drama topic or dramatist to study from modern times (the turn of the 20th century to the present).
The student will select a topic and get it approved by the instructor; report on progress at three week intervals (make appointments with the instructor); write a term paper of five or more typed pages of text (see course term paper specification handout). This paper may be used as the term paper requirement for the course.
Some suggestions follow.
English 243 - Honors Component
The honors component for ENG 243 is designed to make the student a "mini-expert" on Arthurian literature.
At designated intervals, students will view the video, King Arthur's Country, in the LRC; read a portion of Maloroy's Morte Darthur, of T. H. White's Once and Future King, and of Tennyson's Idylle of the King; view a video of the musical, Camelot; read any other Arthurian material of interest (optional); and write a paper of five typed pages of text (double spaced) on some aspect of Arthurian literature that is of individual interest. This paper may be used as the term paper requirement for the course.
Three conferences with the instructor and/or others in the honors group will be set up during the semester. Papers will be presented during the final exam period to the class as a whole.
English 244 - Honors Component
The honors component for ENG 244 is designed to make the student a "mini-expert" on a major novelist of the period.
At five week intervals, students will read two novels by an approved author; view filmed versions of each novel; write a term paper of approximately five typed pages of text (double spaced) on an aspect of the works read/viewed that is of individual interest. This paper may be used as the term paper requirement for the course.
Conferences with the instructor will take place following the reading/viewing of the each novel/film combination and prior to the writing of the paper.
Some suggestions follow.
ETR (Electronics) Courses - Honors Component
The honors component for any course with an ETR prefix is designed to allow students the opportunity to explore electronics related topics not covered in the classroom. Electronics is a broadening field of study; therefore, students will be encouraged to use their imagination and resourcefulness in selecting and completing a research project.
The student will be expected to maintain a "B" or better within the electronics degree program; select a topic of interest and have it approved by the instructor (a written proposal outlining topic, materials, description of expected outcome, and outline of methodology will be submitted prior to topic approval); schedule at least one conference per month with the instructor to report progress; complete the study/project by the end of the 14th week of the semester in which the study/project was proposed; and give a written and oral report to the class at the end of the semester presenting the research results (this may also include handouts and a demonstration).
Some suggestions follow.
Business 135 (Administrative Office Management) - Honors Component
The title of the honors module is "International Business Practice."
This honors module was developed to be used in an associate degree in the Office Systems Technology program, within the BUS 135 Administrative Office Management course. This module was designed as a group or individual research project to identify international business practices. The project includes selection of a country to research; research of economic, political, and geographic information; identification of business practices commonly used within the country; identification of local resources (speakers, tours, media); and presentation of the findings in an oral and written report. The focus of the module includes the impact of international business practices relative to office management careers, the cultural differences that office mangers may find working in businesses with international connections, and the effect of global economic/political issues on office management careers.
Institutional Context: This is a required course for administrative assistant majors in Office Systems Technology and an elective course for students majoring in business. Over a dozen foreign-owned companies reside in the Lord Fairfax Community College service region.
Honors Module Content: The content of the international business practices module will include the following.
Honors Module Objectives: The student who participates in this honor's module will research the impact of international business practices on careers in office systems management. By the end of the module, the successful student should be able to do the following.
Course Requirements:
(1) The student will select a country of his/her choice.
(2) The student will identify a minimum of ten resources for the country being researched. Bibliography cards will be collected.
(3) The student is responsible for developing a written report and an oral report to be delivered one week prior to the end of the semester.
(4) By mid-semester the student is responsible for one of the following: (a) scheduling at least one speaker who will attend class and present an overview of international business practices for that specific company (speakers may represent foreign-owned businesses or American-owned businesses with international operations); (b) presenting to the class an overview (of research to date) of international business practices for the selected country, using media and/or references identified during the research phase of the module; (c) scheduling a business tour of a local foreign-owned company or American-owned company with international operations.
(5) The student will be responsible for a table display of artifacts/findings for the country during International Awareness Day (in cooperation with Project International Emphasis).
Evaluation of Student Learning:
Three areas of evaluation will be utilized for the project, and three separate grades will be recorded. Evaluation forms for each area will be available to the student at the beginning of the course. The grading scale is consistent with other segments of the course as identified on the course outline.
(1) Research/Resource Development: A Grade will be identified for the quality and quantity of research and of resources developed. The student must have a minimum of ten research sources to be included in the written report.
(2) Written Report: A grade will be identified for the quality of the written report. Grammar and sentence structure will be included in the overall evaluation. Specific topics to be addressed include geographic (including maps), economic (including charts/graphs), and political overview of the country. Also the report will address the outcomes, the people, and the business practices of that country. The report should compare and contrast common business practices of the researched country and the United States. A bibliography of sources used and a listing of local resources will be included. Along with an abstract, an introduction, and a summary, the report should include recommendations for those interested in pursuing careers in administrative office management in companies operating in the researched country. The report must be typed and appropriately bound.
(3) Oral Report: A grade will be identified for the quality of the oral report. The oral reports should be approximately 20 minutes in length and allow for a ten-minute question/answer period following the presentation. The oral evaluation will include delivery, knowledge of subject matter, quality and quantity of international business practices identified, ability to field questions during the question/answer section, and the ability to gain and hold the audience's attention. Each class member will evaluate the oral presentation (as will the professor). A composite grade will be tallied.
Expected Learning Outcome:
After the student completes this module, the expected learning outcome would include a better understanding of the global economy and its impact on careers in administrative office management, an appreciation for the cultural differences influencing international business practices, and an awareness of skills and attitudes essential for successful careers in today's global marketplace.
Felicia Cogan is an associate professor of English and humanities at Lord Fairfax Community College in Middletown, Virginia.