table of contents - minnesota state university, mankato · 4 1. welcome to honors welcome to the...
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Honors Student Handbook
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Table of Contents 1. Welcome to Honors ......................................................................................................................................... 4
a.) Mission Statement ................................................................................................................................................... 4
b.) Declaration of Values .............................................................................................................................................. 4
c.) Program Overview ................................................................................................................................................... 5
2. Contact Information ........................................................................................................................................ 5
a.) Address ..................................................................................................................................................................... 5
b.) Social Media ............................................................................................................................................................. 5
3. Curriculum ............................................................................................................................................................ 6
a.) Course Requirements ............................................................................................................................................. 6
b.) Language Competency Requirement ................................................................................................................... 7
c.) Electronic Portfolio Requirement ........................................................................................................................... 7
4. Policies and Information ..................................................................................................................................... 8
a.) Honors Program Expectations ............................................................................................................................... 8
b.) Reinstatement .......................................................................................................................................................... 9
c.) Travel ......................................................................................................................................................................... 9
5. Benefits of the Honors Program ........................................................................................................................ 9
a.) Small Class Sizes and Great Faculty ................................................................................................................... 9
b.) Co-Curricular Activities ......................................................................................................................................... 10
c.) Priority Registration ............................................................................................................................................... 10
d.) Fellowship Assistance ........................................................................................................................................... 10
e.) Networking Opportunities ..................................................................................................................................... 10
f.) The Student Lounge .................................................................................................................................................. 10
g.) Personal Advising Sessions ................................................................................................................................. 11
h.) Competency Grants .............................................................................................................................................. 11
i.) Recognition of Honors Status .................................................................................................................................. 11
6. Honors Courses ................................................................................................................................................. 11
a.) Course Selection ................................................................................................................................................... 11
b.) Purpose of Honors Courses ................................................................................................................................. 12
c.) Course Characteristics ......................................................................................................................................... 12
d.) Courses Offered Regularly ................................................................................................................................... 13
e.) Representative Past Courses .............................................................................................................................. 13
7. Honors Service Learning, Practicum, and Independent Study Options ...................................................... 14
8. Honors Contract Courses ................................................................................................................................. 14
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9. Honors Advising ................................................................................................................................................ 15
10. Developing a Personal Learning Plan ........................................................................................................... 15
11. Getting Started with Honors Portfolio ........................................................................................................... 16
a.) Why does Honors use electronic portfolios? ..................................................................................................... 16
b.) How are electronic portfolios used in Honors? .................................................................................................. 16
c.) What resources exist to help students develop their electronic portfolios? .................................................. 17
12. Competency Assessment Rubrics ................................................................................................................ 17
Leadership ........................................................................................................................................................................... 18
Research .............................................................................................................................................................................. 19
Global Citizenship ................................................................................................................................................................. 20
13. A Student’s Guide to Reaching Honors Program Competencies .............................................................. 21
Leadership ........................................................................................................................................................................... 21
Research .............................................................................................................................................................................. 21
Global Citizenship ................................................................................................................................................................. 22
14. Co-Curricular Activities .................................................................................................................................. 22
a.) Honors Launch Learning Community ................................................................................................................. 22
b.) Honors Emerging Leaders Learning Community .............................................................................................. 22
c.) Honors Student Body ............................................................................................................................................ 23
15. The Honors Program Council ......................................................................................................................... 23
a.) Purpose ................................................................................................................................................................... 23
b.) Responsibilities ...................................................................................................................................................... 23
c.) Members ................................................................................................................................................................. 23
16. Additional Resources ...................................................................................................................................... 24
Appendix A: Language Competency Information .......................................................................................................... 25
Appendix B: Competency Development Grant Proposal .............................................................................................. 28
Appendix C: HONR 499: Independent Study (Honors Contract) Proposal Form ..................................................... 30
Appendix D: Honors Contract Summary Report ............................................................................................................ 32
Appendix G: Developing a Personal Learning Plan for Honors ................................................................................... 47
Appendix H: Personal Learning Plan Template ............................................................................................................. 50
Appendix I: Electronic Portfolio Evaluation Form ........................................................................................................... 51
Appendix J: Honors Student Council Constitution ......................................................................................................... 54
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1. Welcome to Honors
Welcome to the Honors Program at Minnesota State University, Mankato. The program meets students’
needs by providing unique courses, engaging students in co-curricular activities, and creating a
welcoming community of scholars with benefits and opportunities.
This handbook offers basic information regarding the program. For further questions about the program
or individual student progress, visit our website at http://www.mnsu.edu/honors/ or stop by the office in
265 Morris Hall.
a.) 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 fosters their
development as future leaders in a global society.
b.) Declaration of Values
During a section of HONR 401: Developing Your Mentor Philosophy, students developed a declaration
of values for the program. By accepting your admission to the Honors Program at Minnesota State
Mankato, you also accept these values as your own.
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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c.) Program Overview
The Honors Program is dedicated to the development of three main competencies: leadership, research,
and global citizenship. Upon entering the program, first-year students can choose to live with other
honors students in the Honors Launch Learning Community. Sophomores and juniors may also choose
to participate in the Emerging Leaders Learning Community, which does not include a living
component. Students have the opportunity to enroll in honors sections of general education courses,
upper-level honors seminars, and independent service-learning or practicum credit. Each student has an
individualized plan of study, which is updated annually in fall semester mandatory advising. Throughout
their time at the University, students may choose to participate in a number of honors-sponsored co-
curricular activities. 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.
2. Contact Information
a.) Address
Honors Program, Morris Hall 265
Minnesota State University, Mankato
Mankato, MN 56001
Phone: 507-389-5191 (V)
Email: [email protected]
http://www.mnsu.edu/honors/
b.) Social Media
Parents, faculty, staff, and the public may like our public Facebook Page: The Honors Program at
Minnesota State University, Mankato.
Students may join our private Facebook Group: Minnesota State University, Mankato Honors Program.
Follow the program on Twitter @MNSUHonors.
Follow the program on Instagram @MNSUHonors.
The URL for the program’s blog, “The Honors Lounge,” is https://mnsuhonors.wordpress.com.
The Program has a LinkedIn Group for alumni titled “Honors Program Alumni at Minnesota State
Mankato.”
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3. Curriculum
Students receive individualized advising on an annual basis to determine a specific plan of study in
accordance with their major curriculum. Below is a general overview of the Honors Program curriculum
requirements. The Honors Director approves substitutions of course requirements and the language
competency requirement. The Honors Council approves waivers of course requirements and the
language competency requirement.
a.) Course Requirements
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 (HONR201);
3 credits of honors upper-level seminars (HONR401)
3 credits of honors upper-level seminars (HONR 401) OR 3 credits of the experiential learning
course options (HONR 450: Service Learning, HONR 455: Practicum, or HONR 499:
Independent Study)
a 1-credit senior portfolio (HONR475)
language competency achievement
Students who choose to pursue the graduate Honors Program Graduate with Distinction track also take
6 credits of honors sections of General Education courses.
Academic Year Honors Program Graduate
with Distinction
(14 credits of Honors Courses)
Honors Program Graduate
(8 credits of Honors Courses)
Honors
Competencies
First Year HONR 201: Introduction to
Honors (1)
Language Course(s)
Honors General Education
Course (3)
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)
HONR 401: Honors Seminar (3)
Language Course(s)
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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
b.) Language Competency 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. Competency may be
demonstrated through course completion or via examination. Students may also achieve their language
competency requirement through an immersive experience, such as a study abroad program or an
international fellowship experience. Students in high-credit (50+) majors, students in double majors, or
students in double minors may demonstrate competency at a lower 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 more than one language
fulfill the language requirement. For more information on the language requirement, see Appendix A
c.) Electronic Portfolio Requirement
Each year, students develop their electronic portfolios as they progress through the program. In their
senior year, students will synthesize and defend their final electronic portfolios in HONR 475: Honors
Portfolio. Students will provide evidence of competency achievement 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 engaged interaction with people from different backgrounds than their own via
experiential learning opportunities.
The complete list of competencies and evaluative rubrics is located on pages 17-20. Representative
student work and projects that serve as successful portfolio demonstrations are located on the Student
Portfolios page of the Honors Program website.
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4. Policies and Information
a.) Honors Program Expectations
There are four particular program expectations that each student needs to meet on an ongoing basis in
order to maintain good standing in the program. We focus on high expectations and high supports. We
want all of our students to succeed. Please see below.
Expectation Support to Help Students Meet
Expectation
Steps if Student Does Not Meet
Expectation
Maintain a
cumulative
GPA of 3.3 or
above
Mandatory Fall Advising and
additional advising on an as-
needed basis
Co-curricular activities that
connect students with a variety
of academic resources on
campus
If a student’s cumulative GPA drops below
3.3, s/he will meet with an honors advisor,
who will help create an Assistance Plan,
which will determine goals for
improvement and plan for utilizing
resources available. Student will meet
with honors advisor at midterm and
beyond as needed for re-evaluation of
improvement.
Complete a
learning plan
(see pages 15-
16)
Workshops and peer mentor
program that support
development of the learning
plan
If a student does not turn in their learning
plan as part of the advising session in the
fall, s/he is dismissed from the program.
Attend fall
advising
appointment
(see page 15).
Advisors are available every
day to meet with students.
Appointments are scheduled
electronically to provide
students with multiple flexible
options
If a student does not attend his/her advising
session in the fall semester, s/he is
dismissed from the program.
Submit an
annual
updated
electronic
portfolio in
May (see page
16-17)
Honors advisors and/or upper-
level students host portfolio
workshops to help students
create and review their
portfolios
Students receive substantive
feedback annually from a
group of faculty and staff that
review each portfolio.
If a student does not submit their annual
electronic portfolio in May, or submits a
portfolio with insufficient updates, s/he
will meet with an honors advisor, who will
help create an Assistance Plan, which will
determine steps to follow for success.
Failure to submit or update the portfolio
two years in a row will result in dismissal
from the program.
Students are in good standing when they meet all of the above expectations or are following the steps
determined on their Assistance Plan.
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b.) Reinstatement
Students dismissed from the program for any reason may submit the Reinstatement Request Form,
which is available in the Honors Program office. The Honors Program staff will review these requests
and make decisions regarding reinstatement on a case-by-case basis. Students may petition for
reinstatement one time only.
c.) Travel
Students may have the opportunity to represent the Honors Program at off campus workshops, events or
conferences. When traveling with the Honors Program students are expected to adhere to the following
policies:
If a student confirms attendance at an honors sponsored function that requires travel
expenses (i.e. registration fees, transportation/lodging costs) and fails to attend due to
personal negligence, the student must reimburse the program for all nonrefundable costs.
Smoking is not allowed in vehicles or lodgings.
Underage drinking is not permitted. Students who are 21 years of age should never drink
to excess (behavior is impacted or blood alcohol concentration is above .08%). Students
are not allowed to bring alcohol into a university vehicle or university provided lodgings.
Students will not use or possess illegal drugs or legal, but non-prescribed, mind altering
drugs/medications.
Any student identified as breaking a law while attending a program function will be
removed from the function and responsible for their own legal fees and transportation
home.
When travel involves overnight stays, students will adhere to the curfew established by
the faculty/staff accompanying the students.
Students are expected to wearing their seatbelt at all times. The person riding in the front
passenger seat is expected to stay awake and keep the driver alert.
5. Benefits of the Honors Program
a.) Small Class Sizes and Great Faculty
Honors courses have a maximum of either 15 or 25 students, depending on the course. The small class
size allows for in-depth discussions and an increased amount of interaction with instructors. 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 instructors are selected for their excellent reputation as scholars,
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teachers, and mentors. They enjoy creating innovative educational experiences and are dedicated to
student success in and out of the classroom.
b.) Co-Curricular Activities
As soon as they arrive on campus, honors students receive invitations to co-curricular activities that
foster their personal and professional development. Events may include conversations with faculty and
staff, 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. The Honors Program organizes and supports all of these
opportunities.
c.) Priority Registration
Honors Program students who have completed less than 64 credits and are in good standing with the
program qualify for priority registration. The Registrar and/or program staff will notify students via e-
mail regarding the dates for priority registration. The priority registration applies to any class a student is
registering for, not just Honors Program classes. Therefore, students should arrange to meet with their
major advisor prior to the start of the Priority Registration period. If a current student joins the program
in the middle of the semester, s/he may be eligible for priority registration starting the following
semester.
d.) Fellowship Assistance
The Office of University Fellowships provides all students at Minnesota State Mankato with mentoring
and advising to prepare competitive applications for prestigious award opportunities. Honors students
have simple and direct access to fellowship advising because the office is located in the same space as
the honors program. Moreover, participation in the Honors Program makes students more competitive
for prestigious national and international award opportunities. You can find out more information about
the Office of University Fellowships online.
e.) Networking Opportunities
Honors students have the opportunity to meet a variety of people who can help them in their academic
endeavors and in their search for internships or jobs. Students get to know honors instructors and
network with guests of the program and the university as well as the program’s successful alumni.
f.) The Student Lounge
The lounge, located in Morris Hall 265, is a place where students can relax, study, or meet with faculty
and staff. All students may use the computers and workspaces in the lounge. Honors students may print
in the lounge at a discounted price. Lectures, workshops, and other co-curricular activities occur in the
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lounge. Students may use the lounge during the established opening hours. See schedule in Morris Hall
265.
g.) Personal Advising Sessions
As members of the Honors Program, students receive one-on-one advising sessions with the honors
staff. Students must meet with an advisor during fall semester but can request an advising appointment
at any time. The honors staff assist students with planning their course schedules, learning and
graduation plans, competency development, and electronic portfolio development. The advising that
students receive through the Honors Program complements the advising that students receive from their
academic advisor on campus.
h.) 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. Funds must be used by June 30th of the academic year they are awarded. For a grant
application see Appendix B.
i.) Recognition of Honors Status
The Honors Program provides solid evidence of real student accomplishments in leadership, research,
and global citizenship. Completed honors courses are noted on student transcripts. Upon completion of
the course and competency requirements, students will receive honors recognition and an honors medal.
They will be recognized at the annual spring convocation, at their commencement ceremony, and
through official notation on their transcript. First-year students in the Honors Program are recognized at
the spring convocation, where they receive an Honors pin.
6. Honors Courses
a.) Course Selection
Most honors courses change each semester and are selected through a competitive process overseen by
the Honors Council. In their course proposals, instructors must clearly indicate how the course will
foster the development of one or more of the honors competencies. Moreover, the person teaching the
course must be a faculty or staff member with qualified experience in teaching and mentoring highly
motivated students. Students are encouraged to register for courses that complement their skill set in the
three competency areas of leadership, research and global citizenship. While Honors seminars are listed
as HONR401, students may register for them in any semester of their undergraduate studies. Upon
invitation by the Director and Honors Council, adjunct faculty may offer honors courses and seminars.
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b.) 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 highly-motivated
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/.
c.) 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 textbooks 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
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d.) Courses Offered Regularly
Introduction to Honors (HONR 201)
1 credit
This course is required for all students who enter the Program. 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. This course is offered every spring semester. Depending
on funding and student demand, this course is also offered as an online class in the summer.
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. Throughout the course, students will engage in discussions and
activities that will culminate in a development of their personal mentor philosophies. Students will apply
their mentor philosophies throughout the semester by mentoring fellow honors students. This course is
offered during fall semester. Students who are interested in serving as honors mentors are encouraged to
take this course.
Honors Portfolio (HONR 475)
1 Credit
This required capstone portfolio course for seniors allows students to articulate how they have met the
Honors Program Competencies through the completion and defense of their final portfolio. This course
is offered each semester.
e.) Representative Past Courses
Since most honors courses change each semester, selected past courses have been highlighted as
examples of course offerings.
Art as Politics (ART 265W) 3 Credits, Alisa Eimen
Gen Ed 6, 8, Writing Intensive
This course focuses on the myriad ways in which art and politics intersect. Rather than emphasizing
textbook learning, this course is organized around a series of thematic case studies that explore the overt,
covert, and sometimes unintended political implications of a range of artworks from ancient times
through today. Five themes structure the course and build on each other: (1) materials, form, and image;
(2) representation and authority; (3) identity; (4) gender; and (5) museums. The course’s main objective
is to enhance your critical thinking, reading, and writing skills. In addition, the course will bolster your
knowledge of art and its history by emphasizing the various ways in which politics and art have, can,
and continue to intersect and influence world cultures. Thus the content is global in scope, helping to
bolster your competency as a global citizen, and course assignments will contribute to your role as a
developing researcher.
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Leadership and Interpersonal Communication, (HONR 401) 4 Credits, Kristen Cvancara
Interpersonal communication theory is examined through a "goals-based" approach designed to
highlight psychological, social, cultural, and linguistic theories that influence communication patterns
illustrated across relationship types. Discussions will blend theory with everyday experiences to analyze,
evaluate, and understand communication principles that affect relationship development, maintenance,
and dissolution. The textbook is supplemented with primary research articles and chapters to bridge
student thinking from a skills-based approach to theory-based understanding of communication
processes and dynamics involved in interpersonal interactions. A balance of participation, reflections,
and creative research project will keep students engaged throughout the course.
7. Honors Service Learning, Practicum, and Independent Study Options
To further individualize their program of study, honors students can complete up to three credits of their
upper-level honors 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.
HONR 450, 455, or 499 may be taken for 1-3 credits, and the courses can extend over multiple
semesters. Credits are negotiated with the Honors staff or supervising faculty member prior to course
approval. A general guideline is that 30 hours of work is equivalent to 1 credit. In order to enroll in these
credits, students must submit a Service Learning/Practicum Proposal form (see Appendix E) to initiate
discussion about the opportunity with program staff. Students negotiate the syllabus, due dates for
assignments (see Appendix F), and course credits with the instructor of record. Please contact an honors
staff member to discuss this option.
Due dates for proposal and course registration are as follows:
Semester of Experience Proposal Due Date Course Registration Due Date
Summer Semester April 20 Friday of first week of class
Fall Semester April 20 Friday of first week of class
Spring Semester November 30 Friday of first week of class
8. Honors Contract Courses
Upon permission of the Honors Director and the Honors Council, students have the option of contracting
up to 3 credits of their honors upper-level course requirements with non-program courses. The contract
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or substitution option will be substituted as HONR499 into the student’s academic record. Honors
contract is a faculty-mentored semester-long project that complements a particular course in a student’s
major which the student is already enrolled.
All contracts must generate a project that is evaluated for a grade. These projects 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.
The project should be designed to complement the student’s honors portfolio. 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).
Before contracting, students should discuss the option with the Honors staff. 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 (Appendix C)
by the end of the second week of classes in a given semester.
At the end of the semester, students must submit a Contract Summary Form (Appendix D) 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. The completed contract course will be substituted as HONR499 into the
student’s academic record.
9. Honors Advising
Honors staff advise students regarding specific goals, outcomes, policies, and curriculum of the Honors
Program. The students’ annual learning plans, plans of study, 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. In addition to honors advising, honors students should work closely with the
academic advisors in their major to establish a four-year plan for their course and other program
requirements.
10. Developing a Personal Learning Plan
Each year, honors students develop and maintain a Personal Learning Plan, which outlines the key goals
for competency development over the academic year. Students can think of the plans holistically – that
is to say, non-honors academic and other personal goals can be included as well. Students submit their
Personal Learning Plan to the Honors Program Office in their fall advising session.
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The Personal Learning Plan is an opportunity for reflection and goal-setting. More detailed instructions
are provided in Appendix G and a sample template is provided in Appendix H. Before students begin
their Personal Learning Plan, they should review the feedback from their most recent portfolio
evaluation, Honors Program rubrics (see section 12 below) and ask themselves which areas they would
like to develop, and how they would like to work on them. Consider the type of evidence that would
demonstrate one’s acquisition of these skills within the portfolio. Students should set goals and
brainstorm evidence for each of the three competency areas in their Personal Learning Plan.
The Personal Learning Plan, followed by regular updates and submission of the portfolio each summer
are the building blocks for competency demonstrations students develop throughout their time at
Minnesota State University, Mankato. The Personal Learning Plan and the electronic portfolio allow the
program to follow student progress and provide effective mentoring.
11. Getting Started with Honors Portfolio
The Honors Program utilizes electronic portfolios as a space for reflection and evidence or learning.
Students have the option of building their portfolio through one of the following platforms: Weebly,
Wix, or Wordpress. Each of the options have their benefits and students should invest some time to
explore these options before deciding which one to select. There are sample honors portfolios
available demonstrating many of these platforms on the Honors Program website.
a.) Why does Honors use electronic portfolios?
The Honors Program uses electronic portfolios for several reasons. First, personal portfolios can help
students reflect on what they have 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 electronic
portfolio format provides a flexible tool for the Honors Program faculty and staff to assess student
learning. The electronic portfolio is a developmental tool at the university, but as students prepare to
leave the institution, their electronic portfolios can be transformed into a demonstration tool to
present to the public, including prospective employers.
b.) How are electronic portfolios used in Honors?
Students begin building their electronic portfolio in HONR 201: Introduction to Honors. As students
develop their electronic portfolios by uploading content and reflections about significance in one’s
learning, a committee from the Honors Council and program staff access the sites once per year
during the summer. The committee reviews each student’s electronic portfolio. In the fall, honors
staff sends evaluations to students that let them know where they are in their development, and what
projects and activities they’ll want to consider in the coming year (See Appendix I). This feedback
should help students craft their Personal Learning Plans. This assessment is not graded, but rather is a
review process that assesses and nurtures individual development of honors competencies.
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In their senior year, all students will take a 1-credit HONR 475: Honors Portfolio course. This course
will help students synthesize and defend their final portfolios. Students will graduate from the Honors
Program at Minnesota State University, Mankato upon passing this course and successfully defending
their portfolios.
c.) What resources exist to help students develop their electronic portfolios?
Students receive guidance on setting up their portfolios when they take HONR 201: Introduction to
Honors. After this, students are encouraged to attend the workshops honors staff conduct to help
students with portfolio completion. Students are strongly encouraged to visit the Honors Program
website where they can view several student electronic portfolios created at different points in one’s
academic journey, from our first-year students to our upperclassmen. Finally, students should refer to
the handout “Writing Effective Reflective Arguments” (See Appendix K) for assistance with writing
reflections.
12. Competency Assessment Rubrics
The assessment of the individual student competency development is an important task for members of the
honors staff and council. In the summer, a committee reviews students’ electronic portfolios and learning
plans to assess their development progress. 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 complete the Honors Program, all students
must demonstrate competencies at a level four or satisfy all boxes marked as green via their portfolio
defenses.
Key: Red = First-Year, Yellow = Sophomore, Blue = Junior, Green = Senior
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Leadership
Upon graduation, honors students will have demonstrated the ability to utilize personal leadership
values and guide groups toward a common goal.
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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.
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Global Citizenship
Upon graduation, honors students will have demonstrated an increased self-awareness of their own
and other cultures, knowledge and understanding of cultural perspectives, and awareness of the
connections between language and culture in communication.
Adapted from AAC&U Intercultural Value Rubric and Wiggins and McTighe’s “Six Facets of
Understanding”
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13. A Student’s Guide to Reaching Honors Program Competencies Every student’s competency development journey is unique, however students often follow a typical
progression of skill development. The flow charts below provide a general overview of the types of
activities in which students might engage as they progress through the program.
Leadership
Research
Enroll in HONR 201.
Reflect on your previous leadership experiences.
Get involved with an organization on campus.
Consider what you learn about leadership through your job, if you have one.
Search for opportunities to deepen involvement in the things you enjoy.
Volunteer with a community organization.
Apply for campus leadership positions such as a Learning Community Coordinator
(LCC) or a Community Advisor (CA).
Get involved with the Honors Student Body.
Continue to deepen your involvement in organizations or causes that are important
to you.
Articulate a philosophy of leadership, based on the reflection of your own skills
and the leadership styles of others.
Enroll in HONR 201.
Build upon and refine your information literacy and synthesis skills through
general education courses and visits to Memorial Library.
Begin asking questions and determining what you are curious
about within your major.
Start asking faculty about their research.
Begin seeking out a faculty member to help you pursue your own
undergraduate research project.
Work on your undergraduate research project.
Apply for a research grant from the URC or a competency grant from
Honors to either complete or present your research.
Present your research in a public venue either on campus or at a regional or
national conference.
Consider submitting your project to a peer-reviewed publication.
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Global Citizenship
14. Co-Curricular Activities
a.) Honors Launch 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. A learning
community is a great way to be part of a tight-knit community of honors students. The learning
community members are mentored by a Learning Community Coordinator, who is a student from the
Honors Program.
b.) Honors Emerging Leaders Learning Community
This learning community is for upper-level honors students who have an interest in developing their
leadership and citizenship skills through service both within the Honors Program and on campus in
general. The learning community begins in the fall semester and lasts for the academic year. Students
in this learning community will make progress in their upper-level Honors coursework and their
leadership and citizenship competency development by taking selected Honors courses. Students 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.
Students may still choose to live in the residence hall via the University’s Housing Application
process or they can choose to live in off-campus housing. Students have the opportunity to sign up for
this sophomore/junior learning community during the fall course registration time in the spring
semester.
Enroll in HONR 201.
Reflect on your own unique culture.
Begin to ask questions about cultures that are different from your own.
Begin learning a second language.
Get involved with other cultures on campus and in the community.
Seek ways to use your emerging second language skills outside of the classroom.
Start to explore the relationship between language, culture, power, and access.
Consider a study abroad or away opportunity.
Explore biases and prejudices that affect our understanding of culture.
Demonstrate an awareness of difference and an attempt to bridge cultures.
Develop your own philosophy of global citizenship that informs your worldview.
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c.) Honors Student Body
All honors students are voting members of the student body, 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 Body. The Student Body meets regularly. Executive Board members meet
regularly with honors staff to discuss upcoming events and student concerns. The purpose of the
Honors Student Body is to represent the needs of honors students. The Student Body may also assist
the coordination of honors events and informs students of news related to the Honors Program.
Through the Student Body, 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 Body explains the function of Honors Student Body Executive
Board Officers, the role of the Body, and other specific information. To view the constitution, refer to
Appendix J.
15. The Honors Program Council
a.) 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 on the Honors
Program website.
b.) Responsibilities
The Honors Council supports academic excellence in leadership, research, and global citizenship
throughout the campus. The Council will:
Work with the Dean to hire and evaluate the Honors Director.
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.
c.) Members
Co-chaired by the Honors Director and the Dean of Graduate Studies and Research
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A Faculty Association member representing each college of the university (7 elected members in
total)
One representative from the Admissions Office
One representative from MSUAASF
One representative from the Department of World Cultures and Languages
One representative from Institutional Diversity
One representative from the Counseling Center
One representative from the Memorial Library
One representative from UCAP
The Undergraduate Research Center Director
The Honors Program Assistant Director
The Honors Student Body President
The Honors Student Body Vice President
The Honors Student Body Secretary
Four Honors Student Body Class Representatives
16. Additional Resources
Career Development Center WA 209 http://www.mnsu.edu/cdc/
Center for Academic Success ML125 http://www.mnsu.edu/success/
World Languages and Cultures AH 227 http://www.mnsu.edu/languages/
Accessibility Resources ML 132 https://www.mnsu.edu/access/
Kearney International Center CSU 250 https://www.mnsu.edu/kearneyic/
Registrar’s Office WA 132 http://www.mnsu.edu/registrar/
Undergraduate Research Center MH 265 https://www.mnsu.edu/urc/
Fellowship Opportunities MH 265 http://www.mnsu.edu/fellowships/
Counseling Center CSU 285 http://www.mnsu.edu/counseling/
Student Activities CSU 173 http://www.mnsu.edu/activities/rso/
National Collegiate Honors Council http://nchchonors.org/
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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
In order to achieve this competency you may take language courses at Minnesota State University,
Mankato in Dakota, French, German, Swedish, Norwegian, Spanish and American Sign Language
(ASL) and/or Gustavus Adolphus College (Greek, Latin, Japanese, Russian) in St. Peter, MN. MNSU
has a number of direct exchange study abroad programs for French, German, Scandinavian Studies,
and Spanish.
For further information, contact the faculty member in your language area (see list below) and visit the
websites of the Department of World Languages and Cultures at https://www.mnsu.edu/languages/ and
the Kearney International Center at http://www.mnsu.edu/kearneyic/
Faculty Contacts at Minnesota State University, Mankato:
American Sign Language Dr. Megan Mahowald [email protected]
Dakota Dr. Adriana Gordillo [email protected]
French: Dr. Evan Bibbee [email protected]
German: Dr. Nadja Krämer [email protected]
Norwegian/Swedish: Dr. Rennesa Jessup [email protected]
Spanish: Dr. Adriana Gordillo [email protected]
English/ESL: Dr. Sarah Henderson Lee [email protected]
Study Abroad Dr. Nancy O’Brien [email protected]
Gustavus Offerings Dr. Adriana Gordillo [email protected]
Language Proficiency for Students Pursuing High-Credit or Double Majors
Upon approval by the Director, students pursing high-credit degree programs (50+ required credits),
double majors or a major and two minors may demonstrate a lower level of proficiency as their
minimum competency.
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Non-native English Speakers:
All degree-seeking students are considered proficient in English. We work closely with the IEP
program for non-native English speakers who may need some additional coursework to improve their
English skills.
See the following grid for an example of a typical path to language proficiency:
I am Starting a New Language at
MSU
I am Continuing a language at MSU
Expectation: Attain level
intermediate-low in language
proficiency
Expectation: Attain level intermediate-mid in
language proficiency
Course sequence to complete:
SPAN 101-102-201
GER 101-102-201-202
FREN 101-102-201-202
CDIS 205-206-207
Typical end level of class to complete below (end
level can be higher if coming in at a higher level of
proficiency).
SPAN 202/210W
GER 202
FREN 202
CDIS 208
Language requirement for high credit majors, double majors, and major + double
minors
If a double major, major with two minors or in a major with 50+ required credits, students will
satisfy language requirement with the following end levels of classes as follows:
SPAN 201 GER 201 FREN 201 CDIS 207
Examples of high credit majors: Dance, Athletic Training, Exercise Science, Pre-professional
programs, Nursing, Engineering, Education, Social Work, Accounting.
Students continuing a language should take the placement test. Class sequence is determined based
on a placement test. To take the placement test, go to:
https://www.mnsu.edu/languages/student/placement1.html
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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
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.
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.
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Appendix B: Competency Development Grant Proposal
The competency development grant will provide funding for honors student 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/.
Please note that you will need to submit your grant proposal before attending your experience.
Also, all grant funds are allotted through reimbursement (upon receiving receipts), meaning that
you will need to pay for all of your expenses first.
*Applicants who submit their application after their proposed activity will not be considered for
funding.
Please provide all information requested to be considered for funding
Name: ____________________________________ Tech ID: _______________________
Address: ______________________________________________________________________
City: _______________________________ State: _______________ Zip: ______________
Email: ____________________________________________ Phone: _________________
Faculty member providing letter of support:
____________________________________________________
Date(s) of Event:
_________________________________________________________________________
Location of Event:
_________________________________________________________________________
Provide a concise description of the activity including the purpose with relevance to the development of one or more competencies. Attach supporting documents (i.e. conference/workshop information).
29
Provide a detailed budget, which includes the number and types of items and their expected
expense. Also indicate any other funding you have applied for or are expecting to apply for.
Competency Development Grant Budget
Description of Expense Amount Requested
Total Amount Requested
Other Funding Sources Available: Amount
Total amount available through other funding sources
I understand that upon completion of my project/activity I am required to submit a
reflection on my experience or research (via electronic portfolio), along with my receipts
for my expenses.
Student Signature__________________________________________________________________
*Reimbursement of expenses is contingent upon the submission of your reflection and receipts.
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Appendix C: HONR 499: Independent Study (Honors Contract) Proposal Form
HONR 499 Proposal Form
This form includes information specific to your HONR 499 experience. HONR 499 experiences can include independent study or research with a faculty member. They can also, in special cases, be used as a course substitution for upper-level courses. Please consult with an honors staff member as to how you might use HONR 499 before submitting this form. If you have designed a plan for utilizing HONR 499, please complete each section of this form, obtain the agreement of the faculty member with whom you are working, and return to the Honors Program Office.
Guidelines
1. The number of credit hours you will earn from an experience is determined by the amount of time you spend preparing, executing, and reflecting on your experience. As a general rule, you may receive 1 credit for every 30 hours.
2. You may use up to 3 credits of HONR 499 for the upper level portion of your Honors curriculum.
3. You are expected to register for the course (HON 499) during the semester that your experience takes place, unless other arrangements have been made in advance with the Honors advisor who is supervising your experience.
4. Due dates for proposal and course registration are as follows:
Semester of Experience Proposal Due Date Final Course Registration Date
Summer April 20 Friday of the first week of class
Fall April 20 Friday of the first week of class
Spring November 30 Friday of the first week of class
*Please note that if you register for a course in the department, Honors will substitute HONR 499 for the department course on your academic record. Last Name: ______________________ First Name: _____________________ Middle Initial: ____ Tech ID #: _______________________________ Star ID: _________________________________
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Current Local Address: ___________________________________________________ ___________________________________________________ Phone Number: _______________________________ Email: _______________________________________ Year (i.e. freshman, sophomore, etc.): _______________________ If applicable, what department course will you sign up for to complete this experience? __________ Number of credits requested: ________________________ Please complete the following sections on another sheet of paper. 1. Describe the experience you are proposing to complete for your HONR 499 proposal.
2. What competencies (and development levels) will your experience demonstrate?
3. Provide a tentative schedule for meetings with your faculty mentor/supervisor of the HONR 499 proposal. You must meet with this individual at least once per month during the semester.
4. Describe the final product of your HONR 499 proposal. This product and a reflection should be included in your portfolio.
5. Provide your project due date. (Please Note: the HONR 499 Summary Report is due on the last day of the semester.) I certify that I am an Honors Student and that I understand the procedure for establishing and fulfilling an HONR 499 Proposal. Student Name: __________________________ Date: ________________ Student Signature: ____________________________ I agree to sponsor the above student in their Honors Contract and I approve of the contents of this proposal form. Instructor Name: ____________________________ Date: ________________ Instructor Signature: ____________________________ Honors Program Office Use Only Date Received: ____________________ Date Approved: ______________________ 1 Copy to Student, 1 to Professor, and Original in Program Office for Student File
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Appendix D: Honors Contract Summary Report
HONR 499 Summary Report
Honors students completing an HONR 499 experience are required to submit a summer report by 4:30 p.m. on the last day of classes during the semester of the HONR499 experience. Summary reports should include critical reflection on the skills gained in the process of working with the faculty member/supervisor and completing the project. Students should also include an artifact and reflection demonstrating their competency development from this experience in their electronic portfolios. *Please note that if you register for a course in the department, Honors will substitute HONR 499 for the department course on your academic record. Last Name: ______________________ First Name: _____________________ Middle Initial: ____ Tech ID #: _________________________ Current Local Address: ___________________________________________________ ___________________________________________________ Phone Number: _______________________________ Email: _______________________________________ Year (i.e. freshman, sophomore, etc.): _______________________ If applicable, what department course did you sign up for to complete this experience? __________ Number of credits completed: ________________________
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Please complete the following sections on another sheet of paper. 1. HONR 499 experiences allow students avenues for developing competency skill areas with the guidance of a faculty member. What were your goals for your experience? Describe your initial plan and your subsequent activities through the semester.
2. What competencies (and developmental levels) did your experience demonstrate?
3. What did you learn from completing the experience? How has it helped you develop your academic or career goals? 4. Describe the final product of your HONR 499 experience. This product and a reflection should be included in your portfolio.
I certify that I have completed my HONR 499 experience. Student Name: __________________________ Date: ________________ Student Signature: ____________________________ I certify that the student has completed the requirements of the HONR 499 experience. Instructor Name: ____________________________ Date: ________________ Instructor Signature: ____________________________ Comments: _______________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Honors Program Office Use Only Date Received: ____________________ Grade Recorded: ______________________ Date Substitution Form Submitted: ___________________ 1 Copy to Student, 1 to Professor, and Original in Program Office for Student File
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Appendix E: HONR 450: Service Learning or HONR 455: Practicum Proposal
HONR 450: Service Learning or HONR 455: Practicum Proposal
Course you are requesting (check one): HON 450 Service Learning HON455 Practicum
o Note: Choose your course based on the work you will be completing. An internship at a company
is a practicum experience. Volunteering for a non-profit or in the community is a service-learning
experience.
Number of credits you are requesting: ________ credits (see guidelines below)
Semester of Experience: Summer/Fall/Spring (circle one) of ________________ (insert year)
Honors course instructor of choice: Ginny Walters Leah White No preference
Last Name: ________________________ First Name: _________________ Middle Initial: _______
Tech ID#: _________________________ Year: Freshman Sophomore Junior Senior
Star ID#: __________________________
Current Local Address: ___________________________________________________________
Phone Number: ____________________________ Email: ___________________________________
Project Title: ______________________________________________________________
Signatures (to be collected by the student, write “NA” if Not Applicable):
Signature of Student: _____________________________________________ Date: ___________
Signature of Course Instructor: _____________________________________ Date: ___________
Signature of Project/Field Supervisor: ________________________________ Date: ___________
Signature of Honors Director: ______________________________________ Date: ___________
Return signed forms to the Honors Program Office, Morris Hall 265. Please keep a copy for your records.
Honors Program
Office Use Only Date Received:
_________________
450/455 Proposal
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Guidelines
1. Proposals must be submitted prior to your experience. Due to the intentional reflection before, during, and
after an experience, we will not accept proposals for experiences that are already completed.
2. The number of credit hours you will earn from an experience is determined by the amount of time you spend
preparing, executing, and reflecting on your experience. As a general rule, you may receive 1 credit for every
30 hours.
30 hours 1 credit
60 hours 2 credits
90 hours 3 credits
3. You may use up to 3 credits of HONR 450 or HONR 455 for the upper level portion of your Honors
curriculum. These credits would be in place of an HONR 401 seminar.
4. You are expected to register for the course (HON 450/455) during the semester that your experience takes
place, unless other arrangements have been made in advance with the Honors advisor who is supervising your
experience.
5. Due dates for proposal and course registration are as follows:
Semester of Experience Proposal Due Date Course Registration Due Date
Summer Semester April 20 Friday of first week of class
Fall Semester April 20 Friday of first week of class
Spring Semester November 30 Friday of first week of class
6. Proposals are intended to be well developed plans for your experience. However, experiences are
exploratory in nature, and we are flexible with changes throughout the experience. If your experience changes
after receiving approval on your proposal, contact your honors advisor to verify the changes will still help you
progress in your designated competency areas.
450/455 Proposal
36
Proposal
Please complete the following sections. Consult an advisor (Leah or Ginny) if you have any questions about an
element of this proposal. Please maintain the proposal format outlined in this document. Please type in your
responses.
1. Abstract
In the box below, describe the experience and the work you will be doing. Consider the following questions:
What makes this experience personally meaningful?
How many hours will you spend on this experience?
What will you be doing during the experience (indicate times spent)?
Describe the context for the experience (e.g., associated with classwork, volunteering, study abroad,
community involvement, etc.)
o If you are proposing credit for an existing future experience (i.e. class with a study tour,
internship in a local business, volunteer with a community organization, etc.), how will you
differentiate your experience from what is required of other students or volunteers?
o If you are proposing credit for an international experience, please attach the itinerary.
Student Response:
450/455 Proposal
37
Advisor Feedback Description of the experience and work:
Personal connection to the experience:
Identified goals for the experience in relationship to
learning plan:
Demonstration of experience in electronic portfolio:
Itinerary (international experiences only):
Explanation of differentiated experience (if part of an
existing program component):
Feedback and Comments:
2. Goals and Connection to Competencies
Each approved experience must be designed around meaningful goals and help you progress in your
competency development in at least one of the three competencies: leadership, research, or global citizenship.
For each competency you intend to develop through this experience, please identify the following:
What goals do you have for this experience? How do these goals align with your learning plan in a
given competency area?
Describe your current developmental level in that competency, based on your most recent portfolio
feedback form. If you have questions about how to access this, ask your honors advisor.
Identify the developmental level you expect to attain from this experience.
Describe specific ways you believe you will move from your current level to your expected level.
These might be specific elements of your responsibilities, or they might be preparatory or reflective
assignments you complete outside of the experience.
450/455 Proposal
38
Student Response:
Advisor Feedback
Current development levels:
Expected development levels:
Specific ways to move from current to expected:
Feedback and Comments:
450/455 Proposal
39
3. Resources Connected to Competency Development
List 1-2 resources you plan to use to enhance your understanding of the learning outcomes. These may be
academic or community resources. Explain how each resource connects to your learning outcome(s) and helps
you execute your experience. Please include an MLA or APA (your preference) citation for each resource.
Academic resources are professional works that can be used to assist your understanding of the topic.
Some examples are books, documentaries, videos, or research journals.
Community resources can include informational materials from an organization (e.g. pamphlets,
websites) or individuals you intend to interview to gain more information about the organization or
company.
Explanation of Resource 1:
Citation of Resource 1:
Explanation of Resource 2:
Citation of Resource 2:
450/455 Proposal
40
Advisor Feedback
Quality of resources:
Relationship of resources to competency development:
Proper citation of resources:
Feedback and Comments:
4. Methods of Reflection
In order to maximize learning from the experience, you must reflect before, during, and after the experience.
You are expected to turn in weekly reflections for experience. You may propose methods for reflection and
we encourage you to identify questions and topics that you will be using for your reflections. Your reflection
should help you to process the experience and make progress toward your competency development.
In the space below, describe your method of reflection and indicate specific reflection questions or topics you
plan to consider throughout the experience.
We encourage you to be creative in your method of reflection. Consider utilizing videos, drawings,
blogs, songs, and journals.
Reflection prompts and questions to consider include your ideas/insights about the experience,
connection to other co-curricular activities, connection to your discipline, and your competency
development.
We will use your ideas for reflection in designing your course syllabus for the experience.
450/455 Proposal
41
Student Response:
Advisor Feedback
Variety and creativity of methods:
Questions/topics allow for depth of thinking and
breadth of knowledge:
Relationship of methods to competency development:
Feedback and Comments:
450/455 Proposal
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5. Demonstrating Your New Knowledge
Describe how you plan to demonstrate your new knowledge through your electronic portfolio. In other words,
what artifacts will you include as part of your reflections in your portfolio? You may also share your new
knowledge through other platforms (e.g. social media, presentation at conference, personal blog).
Student Response:
450/455 Proposal
43
Advisor Feedback
At least one method of demonstration:
Quality and appropriateness of demonstration:
Feedback and Comments:
450/455 Proposal
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Appendix F: HONR 450: Service Learning / HONR 455: Practicum
Sample Syllabus
3 Credits in XX Semester The goal of this independent service-learning/practicum honors course is to link theory (learning) to practice (service or internship). You will turn in your assignments via D2L.
*Due date Assignment Assignment
Category and
Weight
Friday Week 1 Turn in your completed Profile Sheet 10%
Friday Week 2 Institutional Framework Essay 15%
First Friday of
every month
Keep a weekly journal/blog focusing on critical
incidents (turn in three journals)
45%
Friday of second
to last week of
class
Final Project: Draft 1 10%
Friday of last
week of class
Final Project: Final Draft 20%
Profile Sheet Information about your particular setting and learning outcomes. Please see the assignment document. Institutional Framework Essay A brief (2-3 page) essay, which examines the institutional framework for your work. You should
interview at least one staff member and consult at least one outside source (organizational pamphlet,
informative article, etc.).
The essay should address the following questions:
what is this organization?
what is the organization’s mission?
how did the organization develop?
what services does the organization perform?
what challenges does the organization face?
how does the organization benefit from your work/service? Weekly Journal A weekly journal, submitted three times (monthly) for review. Journal entries will 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…). Your journal can be a typed up document or an online blog. Please submit your monthly collection of entries as document or a weblink to your online blog via D2L.
Before the Experience: First, consider what you already know about individuals served by your agency. What
experiences or prior knowledge do you have about this community of people? Second,
45
consider what you would like to learn about this community throughout your service-learning/practicum experience?
How will you work to create the “compassionate learning environment” that is part of agency’s mission and goals?
How do you define “empowerment,” and how will you work to encourage individuals you will work with to feel empowered?
How will you experience cultural differences as part of this experience? What generalizations, stereotypes, or judgments of individuals served by your agency
have you viewed in society? What skills do you want to gain as a result of this experience?
During the Experience:
What personal highs and lows have you experienced? How have you coped with challenges or difficult moments?
Have you identified any cultural differences from your interactions with people? What meaningful relationships have you developed throughout this experience? Can you identify a time when there has been a mutual benefit – for you and for the
individual with whom you are working – from an interaction or experience? How are you progressing in your competency development? What are you doing well
and what could you do better? After the Experience:
Review what you wanted to learn about the community; did you learn it? If not, what did you learn instead?
Review what skills you wanted to gain from this experience; did you gain them? If not, what skills did you gain instead?
How have you personally grown as a result of this service-learning experience? How will you use your new knowledge or skills in your future academic, personal,
and/or professional development?
Final Project
This assignment consists of two parts:
a) Final Reflection
In this 4-6 page paper, you will focus on the fundamental ways that you have grown over
time throughout your experience. Draw connections to the journal entries you wrote
throughout your experience. Also, draw connections more widely to other areas, classes
and experiences in your life. Consider the following questions in your meta-reflection
here:
What were your thoughts and feelings during your experience?
What stuck out to you about this experience?
What stories did you hear? Describe a human experience you learned about.
What was the highlight of this experience and why?
What obstacles did you have to overcome during this experience? How did you
overcome them?
What did you learn about yourself and others through this experience?
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Connect your learning from this experiences to other experiences you have had. What
patterns are you observing?
Examine your experiences against concepts you have learned in your other classes.
Reflect on your experiences and developing competency using the appropriate rubric.
How have you developed throughout the experience? Give examples.
b) Action Plan
In this plan, set 3-5 SMART goals for your future experiences and learning as they relate
to this service-learning/practicum experience.
Consider the following when setting your SMART goals:
How will you implement the learning from this experience in your life?
What kinds of experiences do you intend to pursue to build on this new learning?
If you’re unsure of your future experiences, what resources might you consult to
identify them?
What will you do purposefully to seize future learning opportunities that help you
grow personally and professionally?
How will you seek out opportunities to get out of your comfort zone?
You may use a template for your action plan (there are many available online) to
structure your plan of action, indicating all aspects of your SMART goals.
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Appendix G: Developing a Personal Learning Plan for Honors
Developing a Personal Learning Plan for Honors
What is a Personal Learning Plan? Each year, honors students develop a Personal Learning Plan. The 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 are submitted to the Honors Program Office during fall semester, and they are followed by an advising session with the Honors staff. Think of them as opportunities for reflection and goal-setting, followed by a conversation and mentoring by the the Honors staff. Your Personal Learning Plan need not be fancy, just thoughtful. A one-to-two-page plan will suffice. At the top of your plan, place your name, academic year, major, and second-language study that you are pursuing.
Also, understand that your personal development while at Minnesota State will not occur in one year, but instead over several years, and that important learning takes place both in and outside of the classroom.
How to write goals for the plan?
Your Personal Learning Plan will consist of goals for each of the competencies. These goal statements will have two parts:
Rubric areas to work on: o Review the Honors Program competencies and rubrics (available on the Honors
website) and ask yourself which areas you would like to develop, and how you’d like to work on them (through which activities). If you don’t understand a competency or rubric, ask the Honors staff.
Demonstration of acquisition of skill: o Consider the type of evidence that would demonstrate your acquisition of these skills
(not mere completion of an activity). Would you show that you have attained a skill through an artifact, such as a project, paper, or presentation? Would your skill be best demonstrated through a reflective essay about an event (a lecture, or a culture night) you attended, or about an extended leadership or service project you have been working on? Other creative options for an artifact include a photo, a story, or a video.
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What is the connection between a plan and the portfolio?
Your plan (goals) will guide your activities in the three competency areas for a given year. Upon completing your activities, you will reflect on your learning through the electronic portfolio focusing on your goals and activities and using the competency rubric. What did you learn? Through what activities? What rubric areas and levels did you achieve? As part of your reflection on your learning, you will attach evidence that demonstrates your learning as explained above. Your Personal Learning Plan, followed by regular updates and submission of your electronic portfolio each May, will become the building blocks for your Honors electronic portfolio that you develop over your years here at Minnesota State. They will allow the program to follow your progress and provide effective mentoring.
Please find a sample Learning Plan on the next page.
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Name: Sarah Honors Student Year: Sophomore
Field: Biology (Pre-medicine) Second Language: Spanish My Personal Learning Plan for the XXXX-XXXX academic year includes the following goals and activities.
1. Leadership
I will develop my leadership skills by participating in the Leaders of Tomorrow Program in Fall XXXX. I hope that the seminar will help me to develop my global leadership values, and my ability to work across cultures and within a team.
o Demonstration of acquisition of skill: I expect to demonstrate the skills that I have developed through a series of short, reflective exercises related to the seminar’s activities.
I will also develop my leadership skills by running for office in my sorority. o Demonstration of acquisition of skill: I will provide evidence that I ran for office. If
elected, I will provide an assessment of my leadership abilities from the sorority’s advisor, Dr. Alpha Sigma.
2. Research
I will develop my research skills by completing a research paper in Dr. Cole’s Honors Intermediate Writing course.
o Demonstration of acquisition of skill: I will submit the completed paper, and Dr. Cole’s analysis, as evidence of my ability to exhibit information literacy skills and my ability to synthesize and integrate ideas.
I will begin to search for a faculty mentor for my undergraduate research project. o Demonstration of acquisition of skill: I will attend the Honors Program seminar on
undergraduate research in October, and will reflect upon what I have learned in a brief journal entry.
3. Global Citizenship
I will continue developing my second-language ability in Spanish by completing Spanish 201. o Demonstration of acquisition of skill: I will submit my final project as demonstration
of my developing Spanish skills.
I will learn to use Sociology to identify other social conditions that different people experience.
o Demonstration of acquisition of skill: Research paper developed in Honors Social Problems class with Dr. Hunter.
I will learn more about at least one ethnic minority population living in Minnesota by attending culture nights or lectures at Minnesota State, Mankato, when available.
o Demonstration of acquisition of skill: Short journal entry on my experiences at Hmong or African Culture Night.
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Appendix H: 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 I: Electronic Portfolio Evaluation Form
Last Name: First Name:
Year: No update made. Assistance plan needed. Make an appointment as soon as possible. Student has participated in Study Abroad or Away Experience.
I. WELCOME PAGE
☐ Able to view welcome screen without scrolling
☐ Text and photos are related
☐ Presents introductory message
☐ Personal mission statement is displayed
☐ Easily navigable
☐ Links to Honors-related material
☐ Displays a logical organization style
☐ Demonstrates correct writing mechanics
☐ Maintains a professional tone
II. E-FOLIO ORGANIZATION COMMENTS
III. E-FOLIO PROGRESS
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V. RESEARCH COMPETENCY RUBRIC LEVEL INFORMATION LITERACY: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 INFO SYNTHESIS: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 ORIGINAL RESEARCH: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 DISSEMINATION OF RESULTS: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 CURRENT PERFORMANCE: SUGGESTIONS FOR FUTURE:
IV. LEADERSHIP COMPETENCY RUBRIC LEVEL VALUES: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 TEAMS: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 CURRENT PERFORMANCE: SUGGESTIONS FOR FUTURE:
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VII. GLOBAL CITIZENSHIP COMPETENCY RUBRIC LEVEL SELF-AWARENESS: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 KNOWLEDGE & UNDERSTANDING: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 COMMUNICATION: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 CURRENT PERFORMANCE: SUGGESTIONS FOR FUTURE:
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Appendix J: Honors Student Council Constitution
This document was last updated in May 2019.
Constitution of the Honors Student Body
ARTICLE I. NAME
Section 1. The name of this organization shall be Honors Student Body.
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 MSU 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 Body 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 Body 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
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representatives will be required to go to the Honors Council meeting. Only
freshmen is elected over the fall.
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 Body 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
Body.
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 in a specific
position.
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 Freshman
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 running
during the revote. In the event of another tie, the tied parties will each place their
name on a simple piece of paper and all of them will be placed in a hat. The
Honors Program Director will pick one at random out of the hat and the person
whose name is on the piece of paper will have won 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.
Section 8: Resignation from Office.
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a. If any Officer wishes to voluntarily resign from their position, it is required that they give a
2 weeks notice to the Honors Program Director.
b. This vacancy shall be filled according to Section 6.
Section 9. Removal from Office.
a. A petition with a reason for removal, sign 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 in
number of votes between these two meetings. If not, the proceedings will end,
and another call for removal can 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 majority 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.
What are the specific finances?
o Per month? Per event? determine by annual Honors budget
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 Body 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.
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ARTICLE X.
METHOD OF AMENDMENT Section 1. This constitution can be amended at an Honors Student Body meeting.
a. A petition of at least five members can be submitted to the Honors Program
Director to make amendments.
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 least once per
academic year.
d. There is no limit to the number of meetings that may be called per amendment
in question.
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Appendix K: Writing Effective Reflective Arguments
There are two goals for your portfolio reflections:
The reflections allow you to be mindful about your learning so you consciously
understand how your experiences connect to the honors competencies.
The reflections allow you to make an argument to external reviewers (not Leah and
Ginny) about your progress toward meeting the competencies.
These dual goals mean you are writing for yourself, but also for an external audience.
These combined objectives make the reflections difficult to write. Keep in mind, if the
artifact itself is a reflective essay (this is usually the case for experiences linked to HONR
450; 455 and 499) that essay will be much more in depth about your experiences and
contain significantly more self-reflection. This handout is intended to help you with the
shorter reflections for the portfolio.
For each experience you include in your portfolio you need to write a reflective argument
statement which includes the following information:
A brief description of what you did (100-150 words).
A clearly worded claim indicating which specific levels of the competency rubric
the experience helped you fulfil (1 sentence).
Analysis of how the experience helped you fulfill the rubric levels (at least 200
words)
A statement regarding how you will apply the knowledge and what you still need to
learn.
The rubric below will help you visualize this process.
Bortons` (1970) Framework Guiding Reflective Activities
What? So What? Now What?
This is the description and self
awareness level and all
questions start with the word
what.
This is the level of analysis and
evaluation when we look deeper at
what was behind the experience.
This is where you clearly tie the
experience to the rubric.
This is the level of synthesis. Here
we build on the previous levels to
enable us to consider alternative
courses of action and choose what
we are going to do next.
Examples
What happened?
What did I do?
What did other do?
What was I trying to achieve?
Examples
So what is the importance of this?
So what what went well and what
went poorly? Why?
What did I learn as a result?
Examples
Now what could I do?
Now what do I need to do?
Now what might I do?
Now what might be the
consequences of this action?
Borton, T (1970) Reach, Teach and Touch. Mc Graw Hill, London.
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Leadership
Values: Students will identify and utilize leadership values as members of campus and community
organizations
Levels: Possible Reflection Questions:
One: Identifies
personal
leadership values
What are the names and definitions of your personal leadership values?
How did you discover/develop these values through experience/s?
How did you utilize your leadership values in practice to benefit a team?
Two: Reflects
upon personal
leadership
strengths and
weaknesses
To what extent do you agree with the StrengthsFinder assessment of your
leadership strengths and weaknesses?
What experiences have you had that support or refute your leadership strengths
and weaknesses, as determined by the StrengthsFinder?
How have you been able to capitalize on your strengths to benefit a team in
practice?
How have you utilized other team members to assist you with your weaknesses?
Three: Evaluates
effective and
ineffective
leadership models
or style(s) within
group contexts
Identify a leadership style that you have observed to be effective. Explain how
you’ve seen that style used or have used that style yourself and why it is
effective.
Now, do the same thing for a style that is ineffective.
What have you read, learned in class, or gained from experiences that has taught
you to compare and contrast leadership styles?
Four: Uses
personal theories
and values of
leadership within
campus or
community
organizations*
Apply leadership styles you’ve seen elsewhere to your own personal theory of
leadership.
Where have you used this personal theory of leadership on campus and/or in the
community?
How has this personal theory of leadership evolved over the course of your
undergraduate career?
Teams: Students will identify roles within teams and utilize them within campus or community
organizations.
Levels: Possible Reflection Questions:
One: Identifies
various types of
roles within
group and team
settings
What are the various roles people play in groups and teams? How did you learn
about these?
Name one group or team you have worked within and identify the various roles
people in the group or team fulfilled?
What have you learned about how each of the roles contributes to the level of
functioning in a group?
What roles have you observed to be particularly important? Why?
Two: Practices
group member
skills and abilities
to work together
toward a common
goal
Identify a specific time when you worked with others toward a common goal.
What skills, abilities, and/or strengths of your own did you utilize to work with
other people?
How did you tap into other people’s skills, abilities, and/or strengths to work
toward the common goal?
What went well as you worked toward this goal? What didn’t work well?
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What would you do the same and what would you do differently next time?
Three:
Reflects upon
roles within
group and team
settings
How were the various roles that people assumed assigned to them?
To what extent did the roles align with people’s strengths?
How did the roles benefit or hinder the team?
Four: Articulates
a general
leadership
philosophy to
guide future
collaboration
within groups*
Based on your experiences and reflections on leadership, articulate with specific
descriptions your own philosophy of leadership.
Identify ways you might utilize this personal philosophy of leadership in your
future career.
How will you utilize this personal philosophy of leadership on both an individual
level and when working in teams?
Research
Information Literacy: Students will exhibit information literacy skills
Levels: Possible Reflection Questions:
One: Develops ability
to access information
effectively,
efficiently, and
critically
What strategies have you learned that allow you to access information
effectively, efficiently, and critically?
Two: Demonstrates
knowledge of the
ethical use of
information
Discuss the importance of ethics in research and strategies for
communicating your research ethically.
Give examples of what this might look like in practice.
Three: Develops
ability to evaluate and
incorporate selected
information into
knowledge base
What strategies have you learned that are effective in evaluating potential
sources to use for research projects?
Four: Demonstrates
ability to reflect upon
how student used
information
effectively and
ethically to
accomplish a specific
research goal*
Reflect on an experience where you applied the information literacy skills
described in the previous three levels of this section.
What research goal did you accomplish through the process of accessing
information in an effective and ethical way?
Information Synthesis: Students will exhibit the ability to synthesize and integrate ideas
Levels: Possible Reflection Questions:
One: Develops ability
to organize others’
ideas
How have you organized others’ ideas as part of the process of research or
scholarly activity?
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Two: Develops ability
to evaluate and
synthesize diverse
perspectives on a
given topic
What strategies have you used to evaluate and synthesize varied perspectives
around a topic?
What does evaluation and synthesis look like when someone is pursuing
creative activity?
Three: Exhibits ability
to draw upon multiple
sources to present a
coherent and
integrated thesis
statement or
hypothesis
Give an example of how exploring the research of others has helped you
create a thesis statement or hypothesis.
If you are pursuing creative activity, how does the study of other creatives
influence your own work?
Four: Demonstrates
ability to reflect upon
how the paper/project
led to new knowledge
and understanding
about the research
process*
What did the practice of synthesizing and integrating ideas teach you about
the research process?
What does the practice of studying others’ creative work teach you about
creative activity?
Original Research: Students will produce original research or creative achievement
Levels: Possible Reflection Questions:
One: Identifies
research question or
creative proposal the
extends knowledge or
practice of their
discipline
What strategies have you employed to identify potential new research
questions to explore in your area of study?
What strategies have you employed to develop innovative proposals for
creative work?
Two: Develops
research question or
creative proposal that
extends knowledge or
practice of their
discipline
What unique research question(s) or creative proposal(s) have you developed
that extends the existing knowledge base?
Three: Conducts
primary research or
engages in creative
practice that extends
knowledge or practice
of their discipline
How did you complete an original research or creative project where you
explored one or more questions?
What methods did you use to collect data?
How did you analyze the data?
What conclusions did you make based on your data?
Describe your creative process, from idea generation to execution and
completion.
What kinds of revisions did your creative project go through? Were they
helpful?
What did you learn from the process of collecting research?
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Four: Exhibits
completed research or
creative work that
extends knowledge or
practice of their
discipline*
How has the research you’ve conducted added to what is already known
about the topic you investigated? What “new knowledge” did you create?
Dissemination of Results: Students will contribute to knowledge or practice of discipline
Levels: Possible Reflection Questions:
One: Identifies
appropriate venue for
dissemination
What are some possible venues for sharing your scholarly work?
How did you identify these possible venues?
What have you learned about various scholarly outlets for sharing scholarly
work in your area of study (e.g., conferences, written publications)?
Two: Prepares and
submits an abstract or
proposal for the
appropriate venue
Discuss your process of submitting an abstract or proposal for sharing your
scholarly work?
What did you learn from the process of submitting an abstract or proposal
for sharing your scholarly work?
Three: Disseminates
the results of their
creative achievement*
What were the main lessons you took away from presenting your research
through a public venue?
What would you do the same and what would you do different if you
presented this research again?
Are there plans to present this research in a different venue? If so, how will
you alter your presentation?
Four: Drafts and
submits the results of
their research or
creative achievement
through a peer-
reviewed venue
What (if any) opportunities have you had to submit your work for
publication through a peer-reviewed outlet?
Global Citizenship
Self-awareness: Students will demonstrate an increased self-awareness of their own and other cultures.
Levels: Possible Reflection Questions:
One: Demonstrates emerging
realization of oneself as a
member of a culture
What have you learned about your own cultural story, background
and identity? How have you learned this (through interpersonal
experiences, readings, films)?
Two: Shows emerging
awareness of the varied
contexts and boundaries of
one’s own culture and its
cultural rules and biases
What different cultural communities are you a member of?
What observations have you made about norms and biases you hold
based on your own cultural standpoint?
How does power impact global citizenship?
Three: Recognizes new
perspectives about own
cultural rules and biases and
compares and contrasts own
What new realizations have you made (through experiences) about
your own viewpoints about your own and other cultural groups?
What similarities and differences have you observed (through
experiences) within and between cultural groups?
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culture with other individuals
and their cultures
Four: Perceives one’s personal
style, prejudices, projections,
and habits of mind that both
shape and impede one’s own
understanding; shows
awareness of what one does
not understand and why
understanding is so difficult
How do your own beliefs, values, and prejudices impede your
cultural understanding?
What do you still not understand? Why? How will you continue to
learn what you do not understand?
Knowledge and Understanding: Students will demonstrate knowledge and understanding of cultural
perspectives.
Levels: Possible Reflection Questions:
One: Asks simple or surface
questions about related cultures
and their practices, products, and
perspectives (in familiar
everyday situations or rehearsed
practices).
Recalls and summarizes other
cultures based on experiences
What new experiences have you engaged in to learn about
individuals representing different life experiences and
perspectives from you?
What basic questions are you asking about other cultures?
Two: Asks questions that show
an increased understanding of
complex cultural practices,
products, and perspectives (in
general everyday situations and
unrehearsed practices)
Seeks out interactions with
people from different cultures
What have you done to increase your interactions with people
from other cultures?
How have these experiences helped you understand the values
and beliefs of other cultures?
How have you gained a more nuanced understanding of cultural
differences?
What kinds of questions are you asking to gain a deeper
understanding of cultural practices, products, and perspectives?
Three: Develops and sustains
interactions with people from
different cultures and
demonstrates how these
experiences relate to one's own
worldview.
Recognizes that one's
experiences informs one's own
cultural practices, products, and
perspectives in relation to those
of other cultures
Obtains and analyzes
information about other cultures
How have you initiated intercultural experiences that have
challenged you?
How has your new learning about culture affected your individual
perspectives, beliefs, and values?
How can you seek to better understand who other people are as
unique individuals?
What resources have you utilized to obtain and analyze
information about other cultures?
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Four: Formulates a philosophy of
global citizenship by evaluating
complex cultural practices,
products, and perspectives
Detects, structures, and evaluates
multiple issues based on
social/political/historical
backgrounds while connecting
them with themes that work
across cultures (i.e. race, gender,
class)
Demonstrates awareness of
differences in cultural practices
and adjusts own behavior
accordingly in familiar and
unfamiliar situations in an
attempt to bridge cultures*
How has your personal philosophy of what it means to be a global
citizen evolved over your college years?
How have you learned to ask and answer questions about other
cultures in a way that recognizes the value of multiple cultural
perspectives?
Describe your ongoing process of learning about and with others.
How have you learned to address issues of power related to
cultural differences?
What are some ways that an individual’s different identities work
together to create that person’s unique cultural experiences (i.e.
an African American woman).
Communication: Students will demonstrate awareness of the connections between language and culture
in communication.
Levels: Possible Reflection Questions:
One: Demonstrates an
emerging level of
understanding of cultural
differences in verbal and
nonverbal communication
Communicates in the target
language in familiar everyday
situations using memorized
vocabulary and structures
What has learning a second language taught you about how cultures
differ in their verbal and nonverbal communication strategies?
Two: Identifies basic cultural
differences and similarities by
demonstrating verbal and
nonverbal communication in
the target language
Communicates in appropriate
ways with some accuracy in
general, familiar situations and
identifies connections between
language and culture
What has continued learning and practice of a second language
taught you about how language shapes culture?
What differences have you noticed between first and second
language learning?
Three: Creates communication
that is culturally appropriate in
the target language in familiar
and a limited number of
unfamiliar situations
What has continued use of a second language taught you about
language and one’s identity/identities?
In what ways have you practiced your second language outside of
the classroom?
How has practice outside of the classroom helped you to develop
relationships that give you a deeper understanding of the
connections between language and culture?
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Demonstrates practice of target
language competency outside
of the classroom
Demonstrates a deepening
awareness of connections
between language and culture
and begins to articulate an
understanding of them
Four: Converses with others
from the target culture in a
variety of familiar and
unfamiliar situations
Constructs a thoughtful
summary about how learning
about and analyzing
connections between language
and culture has informed one’s
own worldview and the
complexity of relationships
between people from different
cultures*
As a result of extended language practice, what have you learned
about the impact of language at the individual, group, and global
levels?
How does language affect power relations between people of
different cultures?
Describe how your global citizenship experiences have altered your
view of the world.