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Honors Student Handbook - Minnesota State University, …The Honors Program Graduate with...
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1 Honors Student Handbook
Transcript of Honors Student Handbook - Minnesota State University, …The Honors Program Graduate with...
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Honors Student Handbook
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Table of Contents Welcome to Honors ............................................................................................................................. 5
Mission Statement ...............................................................................................................................................5
Declaration of Values ..........................................................................................................................................5
Program Overview ...............................................................................................................................................6
Contact Information ............................................................................................................................. 6
Address .................................................................................................................................................................6
Social Media .........................................................................................................................................................6
Admissions Process............................................................................................................................ 7
High School Students ..........................................................................................................................................7
Current MSU, Mankato Students ......................................................................................................................7
Transfer Students ................................................................................................................................................7
Application ............................................................................................................................................................7
Curriculum ........................................................................................................................................... 8
Course Requirements (Effective Fall 2015) .....................................................................................................8
Language Requirement ......................................................................................................................................8
HONR 475: Capstone Portfolio Requirement ..................................................................................................9
Current MSU Student Requirements ................................................................................................................9
Policies and Information ..................................................................................................................... 9
Program Policies ..................................................................................................................................................9
Reinstatement Policies and Procedures ....................................................................................................... 10
Eligibility ............................................................................................................................................................. 10
Process ............................................................................................................................................................... 10
Benefits of the Honors Program ....................................................................................................... 11
Small Class Sizes and Great Faculty ............................................................................................................ 11
Co-Curricular Activities .................................................................................................................................... 11
Priority Registration .......................................................................................................................................... 11
Scholarship and Fellowship Assistance ........................................................................................................ 11
Networking Opportunities ................................................................................................................................ 12
The Honors Student Lounge ........................................................................................................................... 12
Personal Advising Sessions ............................................................................................................................ 12
Competency Grants.......................................................................................................................................... 12
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Recognition of Honors Status ......................................................................................................................... 12
Honors Courses ................................................................................................................................. 13
Course Selection ............................................................................................................................................... 13
Student Course Proposals .............................................................................................................................. 13
Purpose of Honors Courses ............................................................................................................................ 13
Course Characteristics ..................................................................................................................................... 14
Annual Courses ................................................................................................................................................. 14
Representative Past Courses ......................................................................................................................... 15
Honors Service Learning, Practicum, and Independent Study Options ........................................ 16
Honors Advising ................................................................................................................................ 17
Developing a Personal Learning Plan and a Four-Year Graduation Plan ...................................... 17
Getting Started With Honors Efolio .................................................................................................. 18
Competency Assessment Rubric ..................................................................................................... 20
Leadership ......................................................................................................................................................... 20
Research ............................................................................................................................................................ 21
Global Citizenship ................................................................................................................................................ 22
A Student’s Guide to Reaching Honors Program Competencies* ................................................. 22
Leadership ......................................................................................................................................................... 22
Research ............................................................................................................................................................ 23
Global Citizenship ............................................................................................................................................. 24
Co-Curricular Activities ..................................................................................................................... 25
First-Year Learning Community ...................................................................................................................... 25
Leadership and Citizenship Learning Community ....................................................................................... 25
Honors Student Council ................................................................................................................................... 25
The Honors Faculty Council ............................................................................................................. 26
Purpose .............................................................................................................................................................. 26
Responsibilities ................................................................................................................................................. 26
Members ............................................................................................................................................................ 26
Additional Resources ........................................................................................................................ 27
Appendices ........................................................................................................................................ 28
Appendix A: Language Competency Information ........................................................................................ 28
Appendix B: Competency Development Grant Application ........................................................................ 28
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Appendix C: Honors Program Contracts ....................................................................................................... 33
Appendix D: Honors Program Contract Proposal Form ............................................................................. 34
Appendix E: Honors Contract Option FAQ ................................................................................................... 36
Appendix F: Honors Contract Summary Report .......................................................................................... 37
Appendix G: Honors Program Curriculum (Effective Fall 2015) and Plan of Study ............................... 39
Appendix H: Service Learning and Practicum Proposal Form .................................................................. 41
Appendix I: Service Learning/Practicum Timesheet ................................................................................... 42
Appendix J: Sample Service Learning Syllabus .......................................................................................... 43
Appendix K: Personal Learning Plan Template ........................................................................................... 44
Appendix L: eFolio Evaluation Form .............................................................................................................. 45
Appendix M: Honors Student Council Constitution ..................................................................................... 48
Appendix N: Course Requirements (Fall 2009- Spring 2015) ................................................................... 52
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Welcome to Honors
On behalf of our 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, including its staff, its
curriculum, and its mentoring and advising processes. For further questions about the program or
individual student progress, stop by the program office. We are located at the Crossroads of Morris Hall
(MH 265).
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.
Declaration of Values
Honors students at Minnesota State University, Mankato value…
The achievement of personal, academic, and professional goals through integrity and ethical
action.
Active engagement with mentors, teachers, and leaders who challenge us in ways that foster our
academic excellence and personal development.
A passion for the expansion of knowledge through a combination of new experiences, study, and
critical reflection.
Skills, experiences, and knowledge that enable us to act as change agents by solving problems in
our local, state, national, and global communities.
The understanding of cultural differences and similarities through study and direct engagement
with people from various backgrounds and cultures.
We live these values through dedication to our major fields of study and by demonstrating
progress toward leadership, research, and global citizenship competencies.
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Program Overview
The Honors Program is dedicated to the development of three main competencies: leadership, research,
and global citizenship. Upon entering the program, students can choose to live with other honors
students in the learning community. All students have the opportunity to 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 may choose to
participate in a number of honors-sponsored co-curricular activities which complement their plan of
study. At the culmination 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 electronic portfolio (efolio) in HONR 475: Honors Portfolio.
Contact Information
Address
Honors Program, MH 265
Minnesota State University, Mankato
Mankato, MN 56001
Phone: 507-389-5191 (V)
800-627-3529 (MRS/TTY)
http://www.mnsu.edu/honors/
Social Media
Like us on Facebook: The Honors Program at Minnesota State University, Mankato
Join our private Facebook Group: Minnesota State University, Mankato Honors Program
Follow the program on Twitter @MNSUHonors.
The Honors Student Council meets monthly, and conducts other business via Mavsync. All honors
students are voting members of the Honors Student Council. To login to MavSync, go to Orgsync. The
username and password is your StarID login.
The program’s blog, “The Honors Lounge,” is at https://mnsuhonors.wordpress.com
The Program has a LinkedIn Group titled “Honors Program Alumni at Minnesota State Mankato” for
students nearing graduation and alumni.
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Admissions Process
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 predetermined 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 and inquisitiveness.
High School Students
The priority application deadline for high school seniors is on or around February 15. After this date,
applications will be considered if there is room in the new entering first-year class. This is a program
specific application. It is not the same application used to apply to the University. Students who apply
for the Presidential Scholarship will also be considered for the Honors Program.
Current MSU, Mankato Students
Current Minnesota State University, 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 (found on the Honors website) with two letters of recommendation and an unofficial copy of
their academic transcript. Applications for current students are accepted at any time. Students must also
demonstrate an interest in developing leadership, research, and global citizenship skills.
Transfer Students
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 and overall GPA, regardless of when and
where a student completed the work.
Application
To apply for the Honors Program:
Download the appropriate application at http://www.mnsu.edu/honors/forms.html.
Download the Letter of Recommendation Form and submit two recommendations to the program
office.
Secure an unofficial copy of your transcript(s) and submit documentation to the program office.
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Curriculum
Course Requirements (Effective Fall 2015)
*For the Fall 2009 – Spring 2015 Curriculum, please see Appendix N
Honors Program students enroll in a flexible and innovative hybrid curriculum that results in a choice of
two designations on a student’s transcript: Honors Program Graduate and Honors Program Graduate
with Distinction. Both options include a 1 credit introductory course; 6 credits of honors upper-level
seminars; and a 1 credit senior portfolio. Students who choose to graduate Honors with Distinction also
take 6 credits of honors sections of General Education courses.
The Honors Program Graduate with Distinction track requires a core program of 14 credit hours. The
Honors Program Graduate track requires a core program of 8 credit hours.
Required Courses (2 Credits)
- FYEX 100 Honors First Year Seminar (1) OR HONR 201: Introduction to Honors (1)
- HONR 475 Honors Portfolio (1)
Honors Sections of General Education Courses (6 credits)
Students wishing to achieve Honors Program Graduate with Distinction will take at least 6 credits of
designated Honors sections of General Education courses.
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. 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 from high school) or “Intermediate Low” level (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 high-credit (50+) majors, or
students in double majors, may demonstrate competency at the Intermediate 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. Students who enter the program with competency in
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more than one language do not need to complete the language requirement. For more information on the
language requirement, see Appendix A – Language Competency Information.
HONR 475: Capstone Portfolio Requirement
Each year, students develop their electronic portfolios as they progress through the program. In their
senior year, students will complete their final electronic portfolios 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 classroom learning and engaged
interaction with people from different backgrounds than their own via a study abroad or
study away experience.
The complete list of competencies and evaluative rubrics can be found on page 20. Representative
student work and projects that serve as successful portfolio demonstrations can be found on the Student
Portfolios page of the Honors Program website.
Current MSU Student Requirements
Current MSU students who have largely completed their General Education requirements may enroll in
the Honors Program Graduate track, which includes 8 credits of Honors courses outlined in the
previous section as well as the language requirement.
Policies and Information
Program Policies
In order to remain in overall good standing within the program, students must do the following each
year:
Enroll in one honors course or a language course.
Submit a learning plan in the fall.
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Submit (or review) their four-year graduation plan in the fall.
Meet with their honors advisor during fall annual advising.
Update and submit their electronic portfolio (efolio) for annual review in June.
Maintain a 3.3 cumulative GPA.
GPA Policy: Students must maintain a minimum cumulative 3.3 GPA. We offer one semester of
probationary status. After that semester, a student will be removed from the program if his/her GPA is
still below a 3.3; however, we offer a reinstatement form, should that student choose to rejoin the
program with an improved GPA.
Pass/No Credit Policy: All of the Honors courses (including honors sections of general education
courses and Honors seminars) 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.
Reinstatement Policies and Procedures
Students will not be eligible to enroll in Honors classes for any of the following reasons:
Student’s cumulative GPA is below 3.3
Student did not submit annual personal learning plan or make an advising appointment during
the Fall semester
Student did not take at least one honors course or second language course in the previous
academic year
Student did not demonstrate progress in language competency beyond the sophomore year
Student did not update and submit their electronic portfolio for faculty review in June
Students dismissed due to cumulative GPA below the required 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.”
Eligibility
Students are allowed to petition for reinstatement one time only.
Seniors are not eligible for reinstatement into the Honors Program.
Process
Complete the Reinstatement Request Form found online.
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Schedule an appointment with the Honors Director.
Students will receive notice within five business days following the appointment indicating the
decision of the Honors Director and status in the program. All decisions are final.
Benefits of the Honors Program
Small Class Sizes and Great Faculty
Honors courses have a maximum of 25 students in General Education sections, and 15 in introductory
and 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 through 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 or memorization lists. Rather, information is uncovered, shared, and used by
students in their ongoing journey of discovery and development of their skills. Honors faculty members
are selected for their excellent reputation as scholars, teachers, and mentors. They enjoy creating
innovative educational experiences and are dedicated to student success in and out of the classroom.
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 supported by the Honors Program and
can be found on the Program’s Calendar of Events located on the website at
http://www.mnsu.edu/honors/events.html.
Priority Registration
Honors students who have earned less than 64 credits and are in good standing with the program enjoy
early registration privileges at Minnesota State Mankato. This allows students to schedule courses for
their major around honors courses and activities, and supports the most efficient path toward graduation.
Scholarship and Fellowship Assistance The Office of University Fellowships is conveniently located in Morris Hall 265, providing honors
students with direct access to fellowship advising and individualized assistance with award applications.
Resources aid students in identifying awards and mentoring students through the application process.
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Moreover, participation in the Honors Program makes students more competitive for prestigious
national and international award opportunities.
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 get to know honors
professors, meet with the deans of their colleges, and network with guests of the program, the university,
and the program’s successful alumni.
The Honors Student Lounge
The Honors Program Office, located in Morris Hall 265, is shared with the Undergraduate Research
Center and the Office of University Fellowships. 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 and committee meetings. The administrative
offices are open from 9 am-6:00 pm Monday through Thursday and 9 am-4:30 pm on Fridays. Honors
students may request that the lounge be available to them during other hours.
Personal Advising Sessions
As members of the Honors Program, students can receive one-on-one advising sessions with the honors
staff and faculty. The honors staff can assist students with planning their course schedules, learning and
graduation plans, efolio development, applying for scholarships or internships, and even choosing a
study abroad program. The advising that students receive through the Honors Office complements the
advising that students receive from their academic advisor on campus.
Competency Grants
The Honors Program offers funding to support expenses related to student development in leadership,
research, or global citizenship projects. The Honors Program will accept applications throughout the
academic year for requests of up to $300 per student. Funds must be used by June 30th of the academic
year they are awarded. For a grant application, visit the website or see an example of one in Appendix B.
Recognition of Honors Status
The Honors Program provides solid evidence of real student accomplishments in leadership, research,
and global citizenship. Completed honors sections of General Education courses and honors seminars
are noted on student transcripts. Upon completion of the course and competency requirements, students
will receive honors recognition at the annual spring convocation, at their commencement ceremony, and
through official notation on their transcript.
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Honors Courses
Course Selection
Most honors courses change each semester and are selected via a competitive process administered by
the Honors Council. In their course proposals, faculty must clearly indicate how the course will foster
the development of honors competencies. Moreover, the person teaching the course must be a faculty
member currently engaged in the research questions of his or her discipline, and well-known for
teaching high-quality courses by his or her colleagues, department chair, and dean. Upon invitation by
the Director and Honors Council and approval by the Faculty Association, adjunct faculty may offer
honors courses and seminars.
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 discuss their ideas. Student course proposal forms can be found on the Honors Program
website.
Purpose of Honors Courses
Honors courses might exhibit any number of characteristics, but they should share some fundamental
similarities regardless of the subject matter. Though the courses are designed for high-ability students,
adding another book or paper, or lengthening 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 discovered in and outside of the classroom. Students see themselves as
active participants in the creation of knowledge.
According to the National Collegiate Honors Council, “Honors education is characterized by in-class
and extracurricular activities that are measurably broader, deeper, or more complex than comparable
learning experiences typically found at institutions of higher education. Honors experiences include a
distinctive learner-directed environment and philosophy, provide opportunities that are appropriately
tailored to fit the institution’s culture and mission, and frequently occur within a close community of
students and faculty.”
For further information, please find the National Collegiate Honors Council’s (NCHC) definition of an
honors education at http://nchchonors.org/faculty-directors/definition-of-honors-education/.
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Course Characteristics
Honors courses:
Adopt an interdisciplinary approach to the subject
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 reflections, 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 sources and journal readings
Conduct formative assessments of student understanding and progress
Integrate multiple writing assignments appropriate to the discipline
Encourage students to reflect upon their learning and to develop a sample of their work for their
honors electronic portfolio
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 community among first-year honors
students. All students will analyze and categorize leadership, research, and global citizenship themes,
identify appropriate learning goals, and develop an electronic portfolio for their use in the Honors
Program. This course is offered each fall semester.
Introduction to Honors (HONR 201)
1 credit
This course is required for students who enter the Program without taking the honors section of the
FYEX course. This course provides an orientation to the mission and core competencies of the Honors
Program. Students will analyze and categorize leadership, research, and global citizenship themes,
identify appropriate learning goals, and develop an electronic portfolio for their use in the Honors
Program.
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Honors Seminar -- Developing Your Mentor Philosophy (HONR 401)
1 credit
This course provides opportunities for in–depth investigation into the mentor’s role in facilitating
knowledge through guided discovery and development of personal mentor philosophies. Students will
apply their mentor philosophies throughout the semester by collaborating with honors students through
various mentoring opportunities. This course is offered each semester.
Honors Portfolio (HONR 475)
1 Credit
This required capstone portfolio course for seniors allows the students to articulate how they have met
the Honors Program Competencies. This course is offered each semester.
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: food and nutrition, immigration, and criminal justice responses to deviant behavior. In
studying each of these topics, students will also learn about the dynamics 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 framework will provide
students with effective tools to better understand the multitude of social problems facing our world
today.
Mathematics in Society (HONR 401)
4 Credits
This course is a survey of mathematics and its relationship to society, showing its development and
evolution to meet the needs of humanity. In particular we will examine specific uses of mathematics in
society, the value of a "mathematical mind-set" in approaching problems, the aesthetic value of
mathematics, and the way mathematics is taught to children in the United States and abroad. In
particular, this course will develop students' leadership competencies through our analysis of fairness in
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decision-making. We will explore questions such as how resources can be divided fairly, what voting
procedures lead to equitable representation, and how to assess the degree to which decisions of one
organization or nation can pass risks to another. Mathematics is a wonderful tool for addressing these
issues. It is often able to explicitly answer questions such as those above, but more often is able to
demonstrate that "true fairness" is difficult to obtain and therefore choices must be made that may favor
one party's interest over another. We will also turn to an understanding of the creative process and the
meaning and value of "truth". Lastly, we will examine what mathematics truly is and how it is taught to
children. Much of the material will be presented by students and will be followed up by a project on a
specific aspect of that topic. During the semester, we will see the many ways in which mathematics is
applied in society and obtain an appreciation for the language and logical structure of mathematics.
Students will learn about many topics during the semester, but each student will also have an
opportunity to study one issue in depth on a topic of global concern. This will culminate in a
presentation to the class, and will be appropriate as an artifact for your honors portfolios.
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 designed 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 Service Learning, Practicum, and Independent Study Options
To further individualize their program of study, honors students can substitute up to three hours of their
HONR 401 seminar requirements with HONR 450: Honors Service Learning, HONR 455: Honors
Practicum, or HONR 499: Individual Study.
Honors Service Learning credits are available for students wishing to develop their competencies and
skills via unpaid service to the campus or community. Honors Practicum experiences are designed
primarily as job shadowing opportunities or as paid or unpaid internships.
Students wishing to conduct research projects or engage in further reading under the guidance of a
faculty member enroll in Individual Study credits with permission of the instructor of record.
There is no prerequisite to enroll in the courses, but students must submit a Service Learning/Practicum
Proposal form (see Appendix G) to initiate discussion about the opportunity with Program staff.
Students negotiate the syllabus, due dates for assignments, (see Appendix I) and course credits with the
instructor of record. There is no required form or syllabus for HONR 499: Individual Study.
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All courses may be taken for 1-6 credits, and the courses can extend over a series of semesters. Credits
are negotiated with the Program staff or supervising faculty member prior to course approval. Most
students can use the following guide for their credits: (1-14 hours = 1 credit; 15-29 hours = 2 credits; 30-
59 hours = 3 credits; 60-89 hours = 4 credits, etc…). Students will maintain a timesheet (see Appendix
H) of their activities, signed by their supervisor. Students are required to submit their signed
timesheet(s) and supervisor evaluation to their instructor.
Honors Advising
Honors staff 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’ annual learning plans, 4-year plans, and electronic portfolios are thoroughly discussed
during the fall semester so that students can revise their course selection and other projects to ensure that
they attain their academic and personal goals while successfully completing the curriculum.
Students must have an annual advising session with the staff during the fall semester in order to register
for spring honors courses. The staff 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. Honors Mentors provide students with general
guidance, help in problem solving, and assistance with future planning.
Developing a Personal Learning Plan and a Four-Year Graduation Plan
Each year, honors students develop a Personal Learning Plan and maintain or update a 4-year graduation
plan. The Learning Plan outlines the key skills, or competencies, a student expects 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 and Four-Year Graduation Plans are
submitted to the Honors Program Office on or around September 30th, and they are followed by an
advising session with the staff.
Four-Year Graduation Plans can be developed in concert with the student’s advisors in their major(s)
and in Honors. It is important to update these each year so that a student remains on track for a
successful – and timely – graduation.
Think of the Personal Learning Plan as an opportunity for reflection and goal-setting. A sample template
is provided in Appendix K. Before students begin their Personal Learning Plan, they should review the
Honors Program competencies and rubrics (available in this handbook, online, or from the office), and
ask themselves which areas they would like to develop, and how they would like to work on them. If
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students don’t understand a competency or rubric, they should ask the honors staff. Consider the type of
evidence that would demonstrate one’s acquisition of these skills within the efolio. What artifact from a
project, paper, or presentation would demonstrate the attainment of a skill? Would a skill be best
demonstrated through a brief reflective essay about an event (a lecture, or a culture night), or about an
extended leadership or service project a student has been working on?
The Personal Learning Plan need not be fancy, just thoughtful. A one-to-two page plan will suffice.
Also, understand that personal development while at Minnesota State University, Mankato 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 his or her name, academic
year, major, and second-language study that the student is pursuing. After that, the student should divide
the report by the competency areas he or she would like to develop, including one’s major field and any
other skills desired, followed by specific plans and potential evidence for the demonstration.
The Personal Learning Plan, followed by regular updates and submission of the efolio each June, will
become the building blocks for competency demonstrations students develop over their years here at
Minnesota State University, Mankato. The Personal Learning Plan and the electronic portfolio allow the
program to follow student progress and provide effective mentoring.
Getting Started With Honors Efolio
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 to oneself, think of efolio as one’s professional
window.
Why is Honors using it?
The Honors Program uses Efolio Minnesota as its current electronic portfolio platform for several
reasons. First, personal 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 a flexible tool for the Honors Program faculty
and staff to assess student learning. Efolio is a developmental tool at the university, but as students
are preparing to leave the institution, their efolio can be transformed into a demonstration 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.
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How will Honors use it?
Students begin building their efolio in FYEX or HONR 201, whichever course they take. As students
develop their efolios by uploading content and reflections about significance in one’s learning, the
Honors Program faculty access the sites once per year in June after the spring semester ends. Honors
faculty 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 faculty send a personal
report to students that lets them know where they are in their development, and what projects and
activities they’ll want to consider in the coming year (See Appendix L). This assessment is not
graded, but rather a review process that assesses and nurtures individual development of honors
competencies.
In the fall, as students prepare their learning plans, 4-year plans, and goals for the upcoming year,
they can use this annual portfolio review to help guide them in planning. In their senior year, all
students will take a 1-credit HONR 475: Honors Portfolio course. 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 honors credit requirements), students will graduate with Honors
from Minnesota State University, Mankato.
Can students keep their eFolios private?
Of course they can. Students can set the efolio 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
efolios, but no one else will see it unless students allow it.
Can students see sample eFolios?
Visit the Honors Program website for several student efolios created at different points in one’s
academic journey, from our first-year students to our upperclassmen. 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:// angieportacio2.myefolio.com/eport
YouTube (search efolio) has a great series of tutorials for efolio.
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Competency Assessment Rubric
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’ efolios 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 the student has reached in their development. To gauge student
development, the following competency rubrics are used during the reviewing process as guidelines.
In order to graduate with Honors, all students must demonstrate competencies at the level indicated
by the asterisks.
Leadership
Upon graduation, honors students will have demonstrated the ability to utilize personal leadership
values 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*
Key: Red = First-Year, Yellow = Sophomore, Blue = Junior, Green = Senior
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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
Emerging Developing Mastering
Level One Level Two Level Three Level Four
Information
Literacy
Students will
exhibit
information
literacy skills
Develops ability to
access information
effectively,
efficiently, and
critically
Demonstrates
knowledge of the
ethical use of
information.
Develops ability to
evaluate and
incorporate
selected
information into
knowledge base.
Demonstrates
ability to use
information
effectively and
ethically to
accomplish a
specific research
goal*
Information
Synthesis
Student will
exhibit 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 reflect upon how
the paper/project led
to new knowledge
and understanding
about the research
process.*
Original
Research
Student will
produce
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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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
Emerging Developing Mastering
Level One Level Two Level Three Level Four
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
Identifies basic concepts related to global citizenship
and cultural
competency.
Uses discipline-
specific concepts to
identify other social
conditions and
cultural realities.
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.
A Student’s Guide to Reaching Honors Program Competencies*
Leadership
First-Year Students: During their first year in the Honors Program, students begin to explore their
ideas of leadership by enrolling in Honors First Year Experience (Honors FYEX 100) or HONR 201:
Introduction to Honors. Either course serves as a foundation for the Honors Program. The courses
introduce students to various leadership styles and allow reflection on personal leadership abilities.
Outside of class, first-year honors students often join campus clubs that relate to their majors or
personal interests. They lead book discussions for the university’s Common Read, or they participate
in a service project to give back to the community, such as the an annual honors food drive for the
ECHO Food Shelf.
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Sophomores: Honors students continue to reflect on their own leadership abilities and styles of the
leaders with whom they work. Students search for opportunities to deepen their involvement in
campus and community organizations. For example, students could run for office to obtain a
leadership position with a club or organization that they have already had experience with. Other
examples include applying for a Learning Community Coordinator (LCC) or a Community Advisor
(CA) position for on-campus housing, tutoring students in math or at the Lincoln Community Center,
or working with the Resident Hall Association to represent students living on campus.
Juniors and Seniors: During their last two years on campus, honors students can apply for LCC or CA
positions, and become more deeply involved with campus clubs and organizations. Some students
choose to practice their leadership skills by becoming involved with the Honors Student Council,
where they work with faculty to govern the Honors Program. Other students choose to help lead
younger students, by becoming an Orientation Peer Assistant (OPA) or by enrolling in HONR 401:
Developing Your Mentor Philosophy, to become an honors mentor. Some honors students get
involved with student government, or they become a Student Ambassador and give campus tours to
prospective students. By the time they complete the program, honors students will be able to
articulate a leadership philosophy based on personal reflection of their own skills and the leadership
styles of others, and significant practice working in a team environment that is committed to
achieving goals.
Research
First-Year Students and Sophomores: Honors students begin their research career at Minnesota State
University, Mankato by discussing research with their peers in Honors FYEX 100 or HONR 201.
During this time, they are also instructed on how to compose research papers, how to find appropriate
sources, and how to conduct ethical research. General Education courses, especially honors sections
of General Education courses, also help students by allowing them to practice their research skills in
the form of essays and small projects while the students are introduced to the resources at Memorial
Library.
Juniors and Seniors: Although some honors students start research projects in their first two years at
the university, most conduct their own research or research with a faculty member in their given field
in their last two years before graduation. Advanced honors seminars, as well as seminars in the
students’ major fields, often provide ideas and connections for students developing their research
agendas. Along the way, students can apply for grants from the Honors Program or the
Undergraduate Research Center (URC) to help fund their work. They also present their findings at
campus conferences, such as the Undergraduate Research Symposium, regional conferences, or
national conferences such as the annual conference of the National Collegiate Honors Council or the
annual conference of the National Council for Undergraduate Research. Some even publish their
work. Several honors students have won competitive fellowships that advanced their research skills,
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both here in the United States and abroad. Overall, students will have demonstrated their ability to
identify a problem, design a research project that investigates it, pose a potential solution, and present
their findings to the public.
Global Citizenship
First-Year Students and Sophomores: Fundamental to attainment of the honors global citizenship
competency is skill in a second language. A student’s language competency goals depend upon
which language they study, at what level they start their language study, and what major(s) they
pursue. Honors advisors and language faculty assist in the process of identifying second language
goals for the students. Many honors students begin taking language courses in their first year of
studies, and it is recommended that they complete their competency by the end of their sophomore
year. Common languages for Honors students to study include Spanish, German, French, and
Norwegian. Honors students learn what it means to be global citizens in Honors FYEX 100 and
HONR 201. They develop knowledge about cultures by participating in honors section of General
Education courses and by attending lectures or cultural events on campus, such as Bangladesh or
Korean night.
Juniors and Seniors: Honors students continue to develop deeper learning about peoples and cultures
with which they were unfamiliar. Students find opportunities to personally engage with people from
different backgrounds outside of the classroom. Students may study abroad, connect with people
from other cultures on campus or in community via service projects, or both. Though studying
abroad is not required for honors students, many take advantage of that opportunity and most often
travel to a country whose people speak the language the student has been studying. Our students have
studied in Ecuador, France, Germany, Jamaica, Nepal, Norway, and Thailand, among other places.
Many volunteer opportunities exist closer to home. Some students work with English as Second
Language (ESL) individuals at the Lincoln Community Center to help adapt them to American
culture and language, while others have volunteered at the Open Door Health Clinic. Regardless of
the avenue the student chooses, the goal is to be able to “see the world through someone else’s eyes”
through a combination of deep book learning and personal engagement.
*Further information and suggestions for reaching honors competencies can be found at
http://www.mnsu.edu/honors/missionsngoals/
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Co-Curricular Activities
First-Year Learning Community
To help foster communication and relationships within the honors community, Honors sponsors a
learning community that is highly recommended for all first-year honors students. The Honors
Learning Community is currently located in Preska I-Hall, Floors 1 and 2. I-Hall was recently
renovated and includes air-conditioning, heating, a sink, desk, dresser, and closet in each of the
rooms. There is a kitchen, bathroom, lounge, and laundry area for students, all which make for a
comfortable living area.
Leadership and Citizenship Learning Community
The learning community is for second or third year students who have an interest in developing their
leadership and citizenship skills through service both within the Honors Program and on campus in
general. Students in this learning community will make progress in their upper-level Honors
coursework and their leadership and citizenship competency development via the HONR 401:
Developing Your Mentor Philosophy and the HONR 401: Taking the Urban Plunge: Service-
Learning & Community Engagement in the Ohio River Valley. They will also be progressing through
their language competency development via the language courses they are taking, if any remain.
There is no residential requirement for this learning community experience. You may still choose to
live in the residence hall via the University’s Housing Application process, thus allowing you to
return to the same residence hall/ floor upon your request.
Honors Student Council
All honors students are voting members of the student council, which is led by the executive board.
Each year, honors students elect a president, vice president, secretary, and class representatives to
lead the Honors Student Council. The Student Council meets once a month. Student Council
members meet regularly with honors staff to discuss upcoming events and student concerns. The
purpose of the Honors Student Council is to represent the needs of honors students. The Student
Council also assists the coordination of honors events and informs students of news related to the
Honors Program. Through the Student 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 University,
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 constitution,
refer to Appendix L.
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The Honors Faculty 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 leadership, research, and global citizenship
throughout the campus. The Council will:
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, Honors Assistant Director, and Administrative Supervisor
A Faculty Association member representing each college of the university (7 members total)
One 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
One Representative from the Department of World Cultures and Languages
The Honors Student Council President
Four Honors Student Council Class representatives
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Additional Resources
Career Development Center WA 209……….……………507-389-6061
Center for Academic Success ML125………………….....507-389-1791
Department of World Languages and Cultures AH 227.....507-389-2116
Accessibility Resources 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://nchchonors.org/
Fellowship Opportunities…………………………………507-389-1262
Student Activities……………………………....................http://www.mnsu.edu/activities/rso/
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Appendices
Appendix A: Language Competency Information
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 personal
study, by studying abroad or by a combination thereof. Modifications to the methods of study and
the time line must be made in consultation with the Honors Program Director. The language
competency level that is required for the Honors Program is measured on a standardized national
scale (ACTFL) as intermediate-low and intermediate-mid proficiency.
In order to achieve this competency you may take language courses at Minnesota State University,
Mankato in (English as a Second Language (ESL), Dakota, French, German, Swedish, Norwegian,
Spanish and American Sign Language (ASL)) and/or Gustavus Adolphus College (Greek, Latin,
Japanese, Russian) in St. Peter, MN or through study abroad. MSU has a number of direct exchange
programs for French, German, Scandinavian Studies, and Spanish. Honors Competency Level for
ASL is the same as starting a new foreign language (i.e. 4 semesters or the equivalent of completion
through Advanced Sign Language II, CDIS 208, if obtaining a competency equivalent through the
CDIS faculty). Courses for Dakota language are cross-listed in American Indian Studies (AIS) and
World Languages and Cultures (WLC). Intermediate-low/mid competency can be obtained beyond
the first year language instruction on the MSU campus. For further information, contact the faculty
member in your language area (see list below) and the website of the Department of World
Languages and Cultures at https://www.mnsu.edu/languages/, American Indian Studies at
http://sbs.mnsu.edu/ais/ and the Director for International Programs (tel. 507 389 1281) 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/
Faculty Contacts at Minnesota State University, Mankato:
American Sign Language Dr. Carol Myhre [email protected]
Dakota Dr. Chelsea Mead (AIS) [email protected]
Dr. Gregory Taylor (WLC) [email protected]
English/ESL: Dr. Karen Lybeck [email protected]|
French: Dr. Evan Bibbee [email protected]
German: Dr. Nadja Krämer [email protected]
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Scandinavian Studies: Dr. Rennesa Jessup [email protected]
Spanish: Dr. Gregory Taylor [email protected]
Starting a New Foreign Language at MSU:
If you start a new language, you must attain intermediate-low proficiency that may be fulfilled with
the completion of a 202 course in the language sequence (101-102-201-202) or the equivalent (if you
study abroad or fulfill the competency otherwise). For American Sign Language, the course is CDIS
207 Advanced Sign Language I. Spanish intermediate-low proficiency is attained upon completion of
SPAN 201.
For the Fall Semester 2015, you may choose from the following options at MSU:
AIS 110 Dakota Language and Culture I or DAK 101 Elementary Dakota I
CDIS 205 Beginning Sign Language
FREN 101 Elementary French I
GER 101 Elementary German I
SPAN 101 Elementary Spanish I
(See extensive listing for ESL below)
Continuing with a Foreign Language at MSU:
If you continue with a language you studied in high school, you must attain intermediate-mid
proficiency that maybe fulfilled with the completion of one course beyond the 202-language
sequence (201 in Spanish, usually SPAN 210W) or the equivalent (or via study abroad, or personal
study). American Sign Language competency is fulfilled upon completion of CDIS 208: Advanced
Sign Language II. To discover your current competency level, you should contact the faculty member
in French, German, Spanish Scandinavian Studies, or American Sign Language directly regarding
placement or visit https://www.mnsu.edu/languages/student/placement1.html
Language Proficiency for Students Pursuing High-Credit or Double Majors
Upon approval by the Director, students pursing double majors or majors in Nursing, Engineering,
Education, Social Work, Accounting, and other similarly high-credit degree programs (50+ required
credits) may demonstrate intermediate-low proficiency as their minimum competency.
Non-native English Speakers who are required to take ESL Courses:
Non-native English speakers whose language proficiency testing results require them to take English
as a second language will take the following:
Fall (one or both as required according to testing results)
ENG 105 – English for Non-Native Speakers
ENG 206 – Advanced Composition for Non-Native Speakers
Spring (choose one)
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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
Placement Standards and Registration
Spanish Placement Guidelines (according to score of placement test)
If your score in Spanish is less than 200: register for SPAN 101
If your score in Spanish is between 200-300: register for SPAN 102
If your score in Spanish is between 301-400: register for SPAN 201
If your score in Spanish is 400+: See Spanish faculty for placement
-- If you are a heritage speaker: register for 210W
-- If you have college coursework completed either through concurrent enrollment, PSEO or transfer
work from another institution that goes beyond the 210W course, consult with a faculty member prior
to registering for a new course.
French Placement Guidelines (according to score of placement test)
If your score in French is less than 200: register for FREN 101
If your score in French is between 200-300: register for FREN 102
If your score in French is between 301-400: register for FREN 201
If your score in French is 400+: See French faculty for placement
-- Previous college-level coursework would follow normal progression of courses, unless last course
was taken more than 2 years ago.
-- Extremely talented students with 4+ years of experience at the HS level, as well as those with AP
coursework, may be allowed to register at the 300-level.
-- Considerable (more than two weeks) and recent (within the last year or so) time spent in a French-
speaking country may require a higher placement than the above guidelines would suggest.
German Placement Guidelines (according to score of placement test)
If your score in German is less than 200: register for GER 101
If your score in German is between 200-300: register for GER 102
If your score in German is between 301-400: register for GER 201
If your score in German is 400+: See German faculty for placement
-- Previous college-level coursework would follow normal progression of courses, unless last course
was taken more than 2 years ago.
-- Considerable (more than two weeks) and recent (within the last year or so) time spent in a German-
speaking country may require a higher placement than the above guidelines would suggest.
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Note: GER 101 and GER 102 offered fall and spring semesters. GER 201 offered fall semester only;
GER 202 offered spring semester only. Students may not register for courses beyond the GER 202,
no matter their background or experience, unless they have first consulted with a faculty member.
For more information please contact: [email protected] in the Department of World
Languages and Cultures.
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 may take any of the following courses, or courses in another language, as
appropriate.
During either semester unless stated otherwise
ENG 100 – Introduction to Composition (Fall)
ENG 105 – English for Non-Native Speakers (Spring)
ENG 110 – Introduction to Literature (Spring)
ENG 114 – Introduction to Film (Spring)
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 you plan to take language courses at Gustavus Adolphus (Japanese, Russian, Latin and Greek),
please contact Deborah Spreng in the Registrar’s Office through e-mail [email protected] or
507-389-5263 or the Common Market Director at the Registrar for further registration information.
Before taking courses at Gustavus Adolphus, you must fulfill the following requirements:
• one full-time semester attendance at MSU
• be registered for 12 credits at MSU
• carry a minimum GPA of 2.0
If you want to begin a new language at Gustavus, the beginning course starts always in the fall
semester. If you continue with a language, you need to contact the faculty listed below for appropriate
placement, please copy the Administrative Assistant for Modern Languages, Literatures and Cultures,
Jenny Tollefson at [email protected] on your correspondence regarding Japanese and Russian
placement.
Japanese: Dr. Toshiyuki Sakuragi [email protected]
Russian: Dr. Denis Crnkovic [email protected]
Latin or Greek: Dr. Matthew Panciera [email protected]
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Appendix B: Competency Development Grant Application
Competency Development Grant
The competency development grant will provide funding for initiatives that develop or enhance the
acquisition of knowledge or skills related to the competencies. Examples include service learning,
travel and/or registration for conferences or workshops, and supplies for research. For a list of
examples and opportunities, please visit the Honors Program website
http://www.mnsu.edu/honors/missionsngoals/.
Student Information
Name: ____________________________________ Tech ID: _______________________
Address: ______________________________________________________________________
City: _______________________________ State: _______________ Zip: ______________
Email: ____________________________________________ Phone: _________________
Please attach the following:
Please provide a concise description of the project with relevance to the development of
one or more competencies. Specify one or more of the competencies that your project is
addressing. Include the projects purpose and the proposed activities. Please include any
supporting documents (i.e. conference/workshop information).
Please provide a detailed budget, which includes the number and types of items and
their expected expense.
Upon completion of the project, you will be required to submit a reflection on your
experience or research. Reimbursement of expenses related to your competency
development is contingent upon the submission of your reflection.
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Appendix C: Honors Program Contracts
(Valid for 2009-2015 Curriculum)
Honors Contracts
Upon permission of the Director, students enrolled in the 2009-2015 curriculum have the option of
contracting up to 9 credits of their honors general education requirements with non-program courses.
The contract or substitution option is intended primarily for students who arrived at Minnesota State
University, Mankato with significant college credit, students in high-credit majors, transfer students,
or students who enroll in the Honors Program after their first semester at Minnesota State University,
Mankato.
Application
Before contracting, students should discuss the option with the Honors Director. The student should
then identify a potential faculty member to discuss contracting for the upcoming semester. The
student will work with the instructor and create a plan to develop one of the three competency areas
as an additional class project. If the professor agrees, the student would fill out a Contract Proposal
form (See Appendix C) by the end of the third week of classes. If necessary, the student, Director,
and supervising faculty member will meet to discuss the student’s proposal.
To receive credit for an Honors contract, students must submit a Contract Summary Form (found
online and in Appendix E) by the last day of the semester. The report must be signed by their
instructor and the student must receive a grade of ‘B’ or above in their course. No honors designation
will be reported on the student’s transcript for Honors Contract courses. Records of Honors Contracts
will be maintained internally within the Honors Program Office.
Frequently Asked Questions regarding Honors contracts can be found in Appendix E.
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Appendix D: Honors Program Contract Proposal Form
(Valid for 2009-2015 Curriculum)
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 Office for approval by the Friday of
the first week of the semester.
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.
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 instructor
at least once per month during the semester.
5. Describe the final product of your Honors Contract.
6. Provide your project due date.
__ I certify that I am an Honors Student and that I understand the procedure for establishing and
fulfilling an Honors Contract.
Student Signature: ______________________________________
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Date: ______________________
Instructor Name: __________________________________________
Department: ______________________________________________
Office Phone: _____________________________________________
__ I agree to sponsor the above student in their Honors Contract and I approve of the contents of this
proposal form.
Instructor’s Signature: ______________________________________
Date: _________________________
Honors Program Office Use Only Received: ______ Approved: _______ 1 Copy to Student, Professor, and original in Program Office for Student File
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Appendix E: Honors Contract Option FAQ
(Valid for 2009-2015 Curriculum)
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 complement the student’s e-folio. 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 University, Mankato are designed to allow for more variety and
flexibility in an Honors student’s busy schedule. They also allow the student to develop leadership,
research, and global citizenship 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.
What is the professor’s responsibility?
Professors are responsible 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 Contract Proposal form
by the end of the third 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 submitted by the
last day of the semester. No Honors credit will be reported 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 F: Honors Contract Summary Report
Honors Program Contract Summary Report
Honors students taking contract options are required to submit a summary report by 4:00 p.m. on the
last day of classes during the semester of the course contract. Summary reports should include critical
reflection on the skills gained in the process of working with the professor, and completing the
project.
Last Name: First Name: Middle Initial:
Tech ID #:
Current Local Address:
Phone Number: ______________
Email: _____________________________________________
Year: ____________
Contract Title/Topic ______________________________________________
Honors Contract in (Subject, Course, Title): ____________________________________
Please complete the following sections on another sheet of paper.
1. Honors contracts allow students avenues for developing competency skill areas with the
guidance of a faculty member. What were your goals for the project? Describe your initial
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plan and your activities through the semester.
2. What competencies (and developmental levels) did your project demonstrate?
3. What did you learn from completing the project? How has it helped you develop your
academic or career goals?
Honors Program Office Use Only
Received: ___________
Grade Recorded: ________
1 Copy to Student, Professor, and original in Program Office for Student File
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Appendix G: Honors Program Curriculum (Effective Fall 2015) and Plan of Study
Curriculum Basics
Honors Program students enroll in a flexible and innovative hybrid curriculum that results in a choice
of two designations on a student’s transcript: Honors Program Graduate and Honors Program
Graduate with Distinction. Both options include a 1 credit introductory course; 6 credits of honors
upper-level seminars; and a 1 credit senior portfolio. Students who choose to graduate Honors with
Distinction also take 6 credits of honors sections of General Education courses.
Students earn honors designation on individual courses and on their transcript upon completion of the
credits and demonstrations of honors competencies through the portfolio.
Notes:
1) All students submit an annual plan of study to the Honors Program Office by September 30th.
The plan of study is followed by an advising appointment with the Honors Staff.
2) Students begin their honors e-portfolios when they enroll in the program, and they track their
progress throughout the year. The portfolios are reviewed by honors faculty every June.
3) Second language competency is outlined in the student handbook. Requirements vary for each
student, based on their prior language experience and major field of study. Students are
strongly encouraged to complete their language competency by the end of their sophomore
year, or to provide a plan for doing so thereafter.
4) In addition to course credits, all students must demonstrate competencies in leadership,
research, and global citizenship. Students will demonstrate leadership skills by becoming
engaged with campus or community clubs and organizations, and gradually accepting
leadership roles within them. Research competencies will be demonstrated through individual
or small group research with a professor followed by a public presentation of the results.
Global citizenship competencies will be demonstrated by attaining minimum competency in a
second language and participation in an intercultural experience, often through a study abroad
or study away program. Nearly all of these competencies can be demonstrated through the
student’s major field of study. A guide to developing honors competencies can be found at
http://www.mnsu.edu/honors/missionsngoals/.
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Sample Plan of Study
Academic
Year
Honors Program Graduate
with Distinction
(14 credits of Honors
Courses)
Honors Program
Graduate
(8 credits of Honors
Courses)
Honors
Competencies
First Year FYEX 100: HONR First Year
Experience (1) OR
HONR 201: Introduction to
Honors (1)
Language Course(s)
Honors General Education
Course (3)
FYEX 100: HONR First
Year Experience (1) OR
HONR 201:
Introduction to Honors
(1)
Language Course(s)
Leadership
Progress
Research Progress
Language Progress
(4-16 credits)
Intercultural
Progress
Sophomore
Year
Language Course(s)
Honors General Education
course (3)
Language Course(s)
HONR 401: Honors
Seminar (3)
Junior Year HONR 401: Honors Seminar
(3)
HONR 401, 450, 455, or
499* (3)
Senior Year HONR 401, 450, 455, or 499*
(3)
HONR 475: Honors Portfolio
(1)
HONR 475: Honors
Portfolio (1)
* HONR 450: Honors Service Learning; HONR 455: Honors Practicum; HONR 499: Individual
Study
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Appendix H: Service Learning and Practicum Proposal Form
Service Learning/Practicum Proposal Form
This form must be submitted prior to conducting the work necessary for receiving service
learning/practicum credit. Return to the Honors Program Office (Morris Hall 265) for approval.
Last Name: _______________________________ First Name: _______________________
Middle Initial: _______
Tech ID#: ________________________________
Current Local Address: _____________________________________________
Phone Number: __________________________________
Email: ____________________________________________
Year (Fresh, Soph, Jr, Sr.): ____________________
Project Title/Class:_____________________________________________________________
Detailed description of service learning project including (please attach a separate sheet): 1. A description of work and hours
2. A description of what competencies and developmental levels are associated with the work.
Signatures (to be collected by the student, write “NA” if Not Applicable):
Signature of Student: _____________________________________________ Date: ___________
Signature of Course Instructor: _____________________________________ Date: ___________
Signature of Project Supervisor: ____________________________________ Date: ___________
Signature of Honors Director: ______________________________________ Date: ___________
Honors Program Office Use Only Date Received: _________________
Number of Credits: _____________
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Appendix I: Service Learning/Practicum Timesheet
Service Learning/Practicum Time Sheet
Student Name: ___________________________ Tech ID: ___________________________
Project Site: _____________________________ Supervisor: _________________________
Date Brief Description of Work Involved Hours Total
Hours to
Date
*Student can make copies of timesheet as needed to record all hours
Site Supervisor Signature: _____________________________________ Date: ____________
Student Signature: ___________________________________________ Date: ____________
Supervisor Evaluation to be completed at end of Service Learning/Practicum (please attach a
separate sheet). Supervisor observations should relate to strengths and weaknesses of the candidate;
for example, communication skills, teamwork skills, quality of student work, etc…
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Appendix J: Sample Service Learning Syllabus
HONR 450/455: Honors Service Learning/Practicum
Sample Syllabus
Place: _________________________
Topic: _________________________
Credits: Negotiable
The goal of this independent service-learning/practicum honors course is to link theory (learning) to
practice (service). Service or practicum obligations are negotiable with the instructor.
Meetings: To be determined
Course Assignments:
1. A weekly journal, submitted monthly for review (dates to be determined). Journal entries
would be assessed primarily on the student’s capacity for reflection (i.e. taking specific
experiences and analyzing them in the context of one’s life (past or future, learning, etc…),
40%
2. A brief (2-3 page) essay which examines the role of mentorship of new and student teachers,
and the characteristics of being a teacher-mentor, through interviews with the supervisor
(15%).
3. A 10-15 minute presentation about your experiences there, for the Honors FYEX or HONR
201 course (due on an agreed-upon date and time, 15%).
4. A more substantive (7-10) page research essay which examines the following issue within the
context of your experiences: The role of student teaching and related experiences in
developing good teachers. (First draft due date to be determined; final draft due date to be
determined, 30%).
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Appendix K: Personal Learning Plan Template
Identify the Goal - Be specific and positive. Make it achievable but challenging.
Timeframe - Set a timeframe for the goal
Demonstration - How will you demonstrate the achievement of this goal in your eFolio?
Leadership Goals 1)
2)
Courses
Co-Curricular Activities
Opportunities outside of MSU
Research Goals 1)
2)
Courses
Co-Curricular Activities
Opportunities outside of MSU
Global Citizenship Goals 1)
2)
Courses
Co-Curricular Activities
Opportunities outside of MSU
Goals within your major 1)
2)
Other Personal Goals 1)
2)
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Appendix L: eFolio Evaluation Form
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Appendix M: Honors Student Council Constitution
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 Honors 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 Coordinators (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 MNSU 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.
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 distinction as set forth by state
or federal anti-discrimination laws.
ARTICLE IV.
OFFICERS Section 1. The organization's Officers shall be:
a. Four Honors Student Council Representatives, being one from each class,
Freshman through Senior.
b. One Vice President.
c. One President.
d. One Secretary.
Section 2. The duties of each Officer shall be:
a. Representatives will work with the President, Vice President, and Secretary to
inform their class of events and represent class needs to the Council. All
representatives will be required to go to the Honors Council meeting. They
will be elected in the spring of each year.
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b. Vice President will be responsible for communicating with 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, or D2L.
c. The President’s position will be to schedule and organize meetings, maintain
communication among all parties, and ensure 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 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. Also the Secretary will work
with the President and Vice President to plan events.
Section 3. The length of term of office will be one academic year, beginning after election with a
transition period extending to the end of the current academic year for the President, Vice President
and Secretary. This transition period will not be used for the positions of student representatives.
Section 4. The method of election shall be:
a. Application with nominations also available. The nominee may choose to
accept or reject the nomination.
b. There is 2 year limit to the number of terms any one officer can serve.
Section 5. Voting.
a. Voting will be done via electronic survey throughout the week before the April
student council meeting every year, with the exception of the Representatives,
who will be elected in the fall at a regular meeting.
b. The Program Assistant will count the votes.
c. A simple majority shall be the method of selection.
d. In the event of a tie, a revote will be held with only the tied parties
participating in the revote. In the event of another tie, the tied parties will each
place their name on a simple piece of paper and one will be chosen at random
by the Honors Program Director. The person whose name appears on the piece
of paper will hold the position.
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 standing at the time of
their election and remain in good standing during their tenure in office. It is
also strongly recommended for program fluidity that all officers live in Honors
housing.
Section 8: Resignation from Office.
a. If any Officer wishes to voluntarily resign from their position, it is required
that they give 2 weeks’ notice to the Honors Program Director.
b. This vacancy shall be filled according to Section 6.
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Section 9 . Removal from Office.
a. A petition with a reason for removal, signed by 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 responsibilities may be removed
by anonymous vote during a set of two special meetings held for this purpose
within a week of one another.
c. A notification of the date, time, and location of these meetings must be
submitted to the entire membership via email at least one week prior to the
special meetings, and all concerned members shall have the opportunity to
present their case. Proceedings in such cases shall be confidential
d. At each of the special meetings, members in attendance shall vote. Each
member can only go to one special meeting.
e. 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 will be made, resulting in another set of meetings.
f. A member can only vote once between these two meetings. Of the members
that vote, a two-thirds vote is required to remove an officer. A vacant office
shall be filled according to Section 6.
g. These special meetings can only be held a maximum of three times, for a total
of six meetings for the officer in question.
ARTICLE VII.
FINANCES Section 1. Finances will be determined with the assistance of the Honors Administrative
Council at a later date.
ARTICLE VIII.
READING OF THE CONSTITUTION Section 1. The constitution will be available in the Honors Student Handbook, which will be on
the Honors Program webpage.
Section 2. The constitution will also be available per request in paper copy in order to conserve
resources.
ARTICLE IX.
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
administrative direction and general advice for the members at large.
ARTICLE X.
METHOD OF AMENDMENT Section 1. This constitution can be amended at an Honors Student Council meeting.
a. A petition of at least five members can be submitted to the Honors Program
Director to make amendments.
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b. 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 end of each
academic year.
d. There is no limit to the number of amendment meetings that may be called per
amendment in question.
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Appendix N: Course Requirements (Fall 2009- Spring 2015)
The Honors Program requires a core program of 23 credit hours.
Required Courses (2 Credits)
- FYEX 100 First Year Seminar (1) OR HONR 201: Introduction to Honors (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, with HONR 201, 250, or 255,
or by taking upper-level credits beyond the 7 required credits. For contract forms and FAQ,
see Appendices C-E.
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. Students can substitute up to 3 credits of 401 with HONR 450,
455, or 499.
HONR 401 Honors Seminar (1-3)
* Second Language and Competency Requirements are the same for all curriculum
options.
**Students who enter the program with more than 30 credits should complete the transfer
student curriculum.
