September 13, 2007
Not everyone's Honors College experiences are the same
This letter is in response to the Kaimin Editorial appearing on September 11, 2007. In the editorial, Emma Schmautz writes that she feels no regret after dropping out of the Davidson Honors College (DHC) program. She also argues that many Honors students, especially those entering their senior year, may not see a point in completing the program because of a lack of real “distinction” awarded to them upon graduation, and the stress of the “seniors honors project” required to graduate.
She lists some of the benefits often promoted by the DHC - small class sizes, inspiring professors, engaging discussion, and research/study abroad opportunities, and asserts that an effort should be made to hold all departments and schools to this standard. I applaud her for this sentiment and encourage her to start that process in her own department.
She also lists problems, such as lack of communication with students in the college, a small Honors course selection, and “lackluster presentation” of the two required Honors Courses - “Introduction to Honors” and “Ways of Knowing”, that may have interfered with her Honors College experience.
As a member of the Student Advisory Council (SAC) for the Davidson Honors College, I appreciate the opportunity to hear Emma’s experience, as it helps the Council in its mission to provide feedback to the Davidson Honors College on the “student experience.”
Unfortunately the SAC has not always done a good job of advertising its existence to Honors students, and so perhaps Emma and other Honors students were not aware of
this avenue for giving feedback on their experience.
I would like to clarify two issues the editorial pointed out. The description of what the Honors College expects from a “senior honors project” is correct. However, many Honors student mistakenly believe that this project is required in addition to requirements imposed by their major department - i.e. a capstone or thesis. In reality, a student may count their department’s project or thesis if it meets the requirements of a “senior honors project” and the DHC Dean approves it. Similarly, non-Honors classes (including internships) that a student is or has taken can be counted as an Honors class if requirements are met and approval given. Finally, if you believe a course should be offered at the Honors College, talk to the professor who teaches it and encourage them to offer it!
The Honors College does provide benefits of interest to employers besides the “University Honors Scholar” distinction. For example, Honors students receive community service experience during at least one required “service-learning” course.
However, the Honors College is hardly just about resumes or prestige. It’s about providing an exciting and fun learning environment that brings out the best in UM students.
Readers, feel free to stop me on campus and share your story.
Andrew Stickney
junior, geography
http://www.dhc.umt.edu/student_advisory_council.htm
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