MU Honors Program: Director's Blog

What Students Can Do

Dear friends and members of the University Honors Program,

For many years, we have held recruitment events for prospective honors students and their parents.  These events typically featured me giving an overview of the program followed by a student panel and a Q&A session.  In other words, they were held in a lecture type format with me telling students about how much they would benefit, should they decide to enroll in our program. 

Fortunately, students in our program helped me to see that this point could be made much more effectively if I simply stepped aside and let students design and implement our recruitment events.  Were they ever correct!  This year, we are holding six overnight visit programs which are completely designed and run by our students. There are sessions for students and sessions for parents--and all are interactive and feature our own students.  Students engage in scavenger hunts to learn about the campus and surrounding community, attend a student-led improv performance uptown, participate in their first advising session to get a flavor of what it would be like to design their own honors curriculum, and enjoy a night of socializing in the first-year residence hall.  Parents have the opportunity to take a student-led bus tour, interact with staff members from supporting offices and socialize with one another and honors administrators.

Students in our program truly can move into the driver's seat not only to direct their own educational path but also to shape the program and all that we have to offer.

Sincerely,

Carolyn Haynes

The Power of One

Sometimes we forget our own power.  In the past few weeks, we have been focusing on selecting students to nominate for prestigious scholarships and fellowships such as the Truman Scholarship or USA Today All-College Team.  Through this process, I was reminded of the story of Jessica Reading, a University Honors student who was recruited to our university four years ago as a member of the varsity field hockey team.  Like many students, she selected business as a major. 

 

Although she had already selected a major early in her career at Miami, her understanding of her educational path began to widen during her middle years of college when she was invited to join the Wilks Leadership Institute, a selective multi-year program in which a small group of faculty and students come together to focus on an interdisciplinary topic of mutual interest.  Jessica’s cohort elected to focus on the ways globalization impacts the local environment.

Through a series of courses and community-based experiences, Jessica was exposed to multiple perspectives on the recent influx of Latino immigrants into the southwest Ohio region. Our county is home to Sheriff Richard Jones who gained notoriety by taking aggressive action to curtail illegal immigration, including posting a large billboard outside the county jail which read, “Illegal Aliens Here,” with arrows pointing into the building.  The sheriff’s crackdown led to many in the local Hispanic community to become fearful of police and other community officials and members.  Tension among members of the Hamilton community was brewing, and local businesses profits were declining. 

During this period, while Jessica was learning about the US economy and marketplace, entrepreneurship principles and management theories in her business major, she also enrolled in an American Studies course which focused on the social and cultural history of US race relations and the need for a civil society. At first, the differences between her business and humanities courses befuddled her.  After wrestling with the contrasting epistemologies and developing her own views on the importance of an inclusive and prosperous community as well as leveraging her growing ability to relate well with others gained through sport, she marshaled the courage to take action to improve the relations among the local Hispanic community and the other residents in Hamilton, Ohio. 

Jessica collaborated with local business leaders to establish La Voz, a Latino Business Association, whose mission was not only to give the Latino population literally “a voice,” but also to promote productive and healthy exchange among the Latino and white communities in Butler County.  She identified key Latino community leaders, brought them together to build relationships and network with one another, and then facilitated the creation of the association.   Through her remarkable leadership, these business owners co-constructed a unique mission for their association; their goal was not simply to improve the productivity of their businesses but also to give back to the Hamilton community through service events and projects. She worked with these leaders to organize a clean-up effort of Hamilton’s fourth-ward district, a low-income area, as well as other community-based programming. 

In reflecting on this final community engagement project, Jessica underscores the significance of her journey toward self-understanding and development:

This process was not just a simple college service experience; it was truly an intellectual and transformative endeavor for both myself and those other individuals involved.  La Voz has fostered my business education, communication skills, leadership competencies, risk-taking, and willingness to learn and adapt--qualities which are essential for lifelong success. . . .

Through personal connection to the issues our society faces, I understand the need to change, rather than just enter, the workforce. . . . As college students move away from the security of the Ivy Tower and universities are scrutinized for their value to the public, it is imperative that students graduate ready to serve as true citizens of our communities. La Voz exemplifies the potential for student endeavors to go beyond PowerPoint presentations, books, and multiple choice tests and make an impact outside of the classroom.

Never forget what one student can do!

Dear friends and members of the University Honors Program,

On Friday of this week, students were asked to submit their preliminary honors thesis proposals.  Every few minutes, a new senior slung open the office door with their proposal form in hand.  The students come from all majors, and they propose projects that vary wildly in content and form.  Yet, each year, I find myself scratching my head wondering why more Honors students don't propose them.

So I Have to Plan for Spring Course Registration Already?!?

Dear Honors & Scholars students, particularly in your first year,

Normally, my blog entries are designed for a range of readers—from students to faculty to alumni.  For this one, I have a more specific intended audience in mind: students, especially those in their first year. Although you have only been at Miami for a few weeks, it is almost time for you to plan your spring schedule. 

After my first few weeks of college, I remember a range of questions swirling in my head: What courses should I take?  Which organizations or other extra-curricular activities should I join?  How can I manage my time so that I am able to succeed in my academic life yet also make friends and pursue my hobbies and side interests?

 

On September 24, the Honors & Scholars Program will be hosting Honors Spring Preview, which is a special academic support session for first-year students.  This session will offer you a glimpse into the diverse course and other learning opportunities offered by our program in the spring.

 

Here are four tips to assist you in planning your spring semester:

1)      Consider your past best learning experiences.  What were they like?  What topics or ideas captured your interest?  What other qualities made those experiences meaningful?  Are there courses and other co-curricular experiences you can select in the spring that would build on those qualities or allow you to explore those topics further?  Can you identify out-of-class experiences that connect with those topics in class that fascinate you? To help you reflect on such questions, download the Honors Spring Preview worksheet from the “H&S News” section of the Blackboard site.

2)      Set learning goals and select courses and other experiences that match them.  Often we become involved in activities for the wrong reasons, such as “My roommate told me that this was a good course,” or “My mom would be happy if I joined this student organization.”  Instead, think back to the goals and dreams you developed during Summer Orientation.  Revise them as needed, and then try to select learning experiences that are aligned with those goals.  Instead of following what others are doing, try asking yourself: Will this course or experience speak to my interests?  Will it offer me needed knowledge, new ideas, and new relationships that will help me to grow?

 

3)      Don’t judge a book by its cover or a course by its title.  Many times, we reject or steer away from courses or other opportunities because the course title or name of the program or organization does not immediately capture our interest.  Yet, if we stopped to read the course description or probed more fully into what the opportunity might offer in terms of knowledge, skills, relationships or experience, we might have a different perspective and find value in something that originally seemed dull or irrelevant.  Ask questions and gain information before selecting your experiences.

4)      Select experiences that will challenge you an appropriate amount.   I have noticed that students often move to two extremes.  One type of student tends to worry about being overly challenged so they select what they think will be less demanding courses.  Often these students then are bored in class and consequently have trouble motivating themselves in class and end up doing poorly.  Another extreme is to overestimate what you can reasonably do in a semester.  These students take over 20 hours of courses, involve themselves in time-consuming out-of-class experiences and end up performing poorly as a result of their overly full schedule.  Select courses that are intriguing to you so that you are motivated, and focus on one or two out-of-class opportunities that truly advance your interests and goals.

Hopefully, these tips will help you to plan for a richly fulfilling spring semester.

What One Course Decision Can Do

Dear members and friends of the University Honors community,

A couple of years ago, honors student Angela Van Horn made a choice that would alter the direction of her life.  She enrolled in the Wilks Scholars Program.  This program offers American Studies courses and other out-of class experiences which focus on the ways that global forces intersect with local issues.  After completing some of the courses tied to the Wilks Program, she and four other students became particularly intrigued with the current North American migration patterns that have resulted in an influx of Latino immigrants into Butler County.  These students and their faculty advisors worked with community leaders in Hamilton to develop language and cultural exchange programming for immigrant workers.

Angela noted that to prepare for the programming, "I did a lot of research about exemplary popular education centers, such as the Jane Addams School, English for Action and the Highlander Center. . . The language exchange started small, but there was such a need in Butler County that our group wanted to expand."  To better ensure that their efforts would meet the community's needs--even after she and her peers graduated--Angela and her fellow students decided to found a student organization (SALCE) on campus.   She was pleasantly surprised when "Miami students jumped at the chance for an almost study-abroad-like experience at home."

The initiative that Angela demonstrated not only is significant for the community surrounding Miami University, but it also offers personal significance for Angela.  In fact, the experience was so powerful for her that it altered her post-graduation plans.  Angela decided to apply for and was accepted into the "Teach for America" Program, tand she is now eaching English to 11th-graders in the Rio Grande Valley.

In a recent email I received from Angela, she made a comment that can serve as a lesson for all of us: "If you find the right project, you will put any amount of time/effort into it.  That may be something that not everyone is lucky enough to learn." 

Whether you are a current student in the Honors & Scholars Program, a friend, or an alumni, I hope that you will take Angela's words to heart and actively seek out those projects, majors, or career paths that truly speak to your passions.  It makes life so much more enriching.

What's in a Mission?

Dear members and friends of the University Honors & Scholars Program,

Last week, I and the other members of the University Honors & Scholars Program staff huddled around our conference table for our first meeting of the fall semester.  Many of our meetings focus on brainstorming new ideas for the program or troubleshooting difficulties that have recently emerged or that we anticipate arriving.  This meeting focused on our mission statement.  We had not reviewed it seriously for several years, and given that the program is undergoing some changes, it seemed timely for us to give it another look.

We broke into groups, created free-association lists of words and phrases that came to mind, and shared our ideas.  Phrases like, "development," self-discovery," "personal responsibility," "transformational," and "holistic learning" echoed around the room.  Some staff insisted on emphasizing students' leadership, while others focused on their passions.   Moments like this one are so energizing.  They demonstrate our commitment to our students and their growth and development, and they reinforce our belief that meaning is gained by exchanging diverse ideas with others.   

Now, I am sitting on my couch, re-reading the many phrases and ideas generated in that conference room and trying to synthesize them into one sentence.  Here's what I have come up so far:

"The University Honors Program fosters students’ capacity for personal and intellectual growth by encouraging them to discover new beliefs and relationships, reflect on their growth, refine their notions of success and accept responsibility for their own and others’ learning and well-being."

I am curious.  What do you think?  What phrases or meanings have I omitted or distorted?  What would you say is or should be the mission of the University Honors & Scholars Program?  Post a comment to this blog, and let me know!

Dr. Steve and the Caliper

Dear members and friends of the University Honors & Scholars Program,

Tonight, I had the privilege to attend presentations given by the latest participants in the Urban Leadership Internship Program (ULIP).  This program offers students the unique opportunity to design their own summer internship and service learning experiences in one of several urban settings.  To ensure that they select experiences that are ideally suited to their personal goals, values and needs, students must participate in a one-credit preparatory spring course, led by Katie Egart.  In addition, during the summer, they commit to writing regular journal entries so that they can reflect on their growth and development.

A few hours ago, after enjoying some pizza, those students who recently completed their summer internships and service-learning experiences shared their stories.  One student described how impressed she was with Dr. Steve, the lead physician at the Cleveland Free Health Clinic.  Although he was a gifted and knowledgeable doctor, those qualities were not what she admired most about him.  It was the fact that at the end of a long day of work, he generously gave his time to clean up the instruments and space where he worked.  Prior to this experience, this student thought that becoming a doctor meant digesting the material offered in her biology, mathematics or chemistry courses.  Now, she knows that being a doctor also means following Dr. Steve's example and cultivating a strong set of values that include empathy and compassion for others.

Another student recalled her experience interning at a small engineering firm in Chicago where she had the good fortune to design her own hole-punching tool which she was able to see put to use.  Her supervisor was so impressed by her work that at the end of her internship, he gave her a pair of calipers and made her promise that she would pursue a career in engineering.  Although she was happy to receive such a useful measurement tool, what made her summer so meaningful for her was that it solidified her decision to become an engineer.   She came to the important recognition that engineering brings her joy and fulfillment.

Although not every student came away so clear about their career plans as the engineering student, all reinforced the same important message: education is not simply about absorbing necessary facts, formulas and methodologies, it is also about finding out who you are and what you believe in.  Figuring out the answers to these questions is never easy, but it is or should be the essence of a good college education.   I am proud to be part of a program that encourages not only students' intellectual growth but also their personal development.    Intelligence is so much more meaningful when it can be used for what you truly care about. 

The Wonder of a Brick

Dear members and friends of the University Honors & Scholars Program,

I want to extend a warm welcome to our community of learners.  Although the new academic year is only a few days old, already life is buzzing.  We have held our first classes; the bookstore lines have bulged, and we've had cookies and lemonade in our "welcome Back" receptions.

One of my favorite beginning-of-the-year rituals is when the students who live in our residence halls spend an evening custom-painting bricks to use to hold open their doors.  As I milled around groups of students splashing all arrays of colors on their bricks, I was struck by the meaning behind this seemingly trivial exercise.  Each brick decoration was unique, representing the student's individual character, emotions or values.  Yet everyone was participating in the same exercise, and once these bricks begin to be used, they represent our program's focus on community.  We know that we learn and grow more when we have the opportunity to interact with others.  The "open door" custom within our residence halls signifies our dedication to community and interaction. 

I wish all of you a fulfilling fall semester with many rich interactions with others.