Honors Student Handbook - Minnesota State University, Mankato · This learning community does not...
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1 Honors Student Handbook
Transcript of Honors Student Handbook - Minnesota State University, Mankato · This learning community does not...
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Honors Student Handbook
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Table of Contents 1. Welcome to Honors ...................................................................................................................... 5
a.) Mission Statement ...................................................................................................................................5
b.) Declaration of Values ..............................................................................................................................5
c.) Program Overview ...................................................................................................................................6
2. Contact Information ..................................................................................................................... 6
a.) Address .....................................................................................................................................................6
b.) Social Media .............................................................................................................................................6
3. Admissions Process .................................................................................................................... 7
a.) High School Students ..............................................................................................................................7
b.) Current MSU, Mankato Students ..........................................................................................................7
c.) Transfer Students ....................................................................................................................................7
d.) Application.................................................................................................................................................7
4. Curriculum .................................................................................................................................... 8
a.) Course Requirements .............................................................................................................................8
b.) Language Requirement ..........................................................................................................................9
c.) HONR 475: Capstone Portfolio Requirement ......................................................................................9
5. Policies and Information .............................................................................................................. 9
a.) Program Policies ......................................................................................................................................9
b.) Reinstatement Policies and Procedures ........................................................................................... 10
c.) Eligibility ................................................................................................................................................. 10
d.) Process ................................................................................................................................................... 10
6. Benefits of the Honors Program ................................................................................................ 11
a.) Small Class Sizes and Great Faculty ................................................................................................ 11
b.) Co-Curricular Activities ........................................................................................................................ 11
c.) Priority Registration .............................................................................................................................. 11
d.) Scholarship and Fellowship Assistance ............................................................................................ 11
e.) Networking Opportunities .................................................................................................................... 12
f.) The Student Lounge ............................................................................................................................. 12
g.) Personal Advising Sessions ................................................................................................................ 12
h.) Competency Grants .............................................................................................................................. 12
i.) Recognition of Honors Status .............................................................................................................. 12
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7. Honors Courses .......................................................................................................................... 13
a.) Course Selection ................................................................................................................................... 13
b.) Purpose of Honors Courses ................................................................................................................ 13
c.) Course Characteristics ......................................................................................................................... 13
d.) Courses Offered Regularly .................................................................................................................. 14
e.) Representative Past Courses ............................................................................................................. 15
8. Honors Service Learning, Practicum, and Independent Study Options ................................. 16
9. Honors Advising ......................................................................................................................... 16
10. Developing a Personal Learning Plan and a Four-Year Graduation Plan ............................... 17
11. Getting Started With Honors Efolio ............................................................................................ 18
12. Competency Assessment Rubrics ............................................................................................. 20
Leadership ......................................................................................................................................................... 20
Research ............................................................................................................................................................ 21
Global Citizenship .............................................................................................................................................. 22
13. A Student’s Guide to Reaching Honors Program Competencies* ........................................... 24
Leadership ......................................................................................................................................................... 24
Research ............................................................................................................................................................ 24
Global Citizenship ............................................................................................................................................. 25
14. Co-Curricular Activities ............................................................................................................... 26
a.) First-Year Learning Community .......................................................................................................... 26
b.) Leadership and Citizenship Learning Community ........................................................................... 26
c.) Honors Student Council ....................................................................................................................... 27
15. The Honors Faculty Council ....................................................................................................... 27
a.) Purpose .................................................................................................................................................. 27
b.) Responsibilities ..................................................................................................................................... 27
c.) Members ................................................................................................................................................ 28
16. Additional Resources .................................................................................................................. 28
Appendices ........................................................................................................................................ 29
Appendix A: Language Competency Information ........................................................................................ 29
Appendix B: Simplified Language Requirement Chart ............................................................................... 33
Appendix C: Competency Development Grant Proposal ........................................................................... 34
Appendix D: Honors Program Contracts ....................................................................................................... 36
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Appendix E: Honors Program Contract Proposal Form .............................................................................. 37
Appendix F: Honors Contract Summary Report .......................................................................................... 39
Appendix G: Honors Program Curriculum and Plan of Study .................................................................... 41
Appendix H: HON450: Service Learning OR HONR 455: Practicum Proposal ...................................... 43
Appendix I: HONR 450: Service Learning / HONR 455: Practicum Sample Syllabus .......................... 56
Appendix J: Developing a Personal Learning Plan for Honors ................................................................. 59
Appendix K: Personal Learning Plan Template ........................................................................................... 62
Appendix L: Electronic Portfolio Evaluation Form ....................................................................................... 63
Appendix M: Honors Student Council Constitution ..................................................................................... 66
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1. Welcome to Honors
On behalf of our faculty, staff, and students, welcome to the Honors Program at Minnesota State
University, Mankato. The program meets students’ needs by providing unique courses, engaging
students in co-curricular activities, and creating a welcoming community of scholars with all the benefits
and opportunities you expect from a large university.
This handbook is designed to offer basic information regarding the program, including its staff, its
curriculum, and its mentoring and advising processes. For further questions about the program or
individual student progress, visit our website at http://www.mnsu.edu/honors/ or stop by the program
office. We are located at the Crossroads of Morris Hall (MH 265).
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 foster 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, students can choose to live with other honors
students in the first year learning community. We also have a Leadership & Civic Engagement Learning
Community for sophomores or juniors. This learning community does not have a living component. All
students have the opportunity to enroll in honors sections of general education courses that focus on
competency development. As students move into courses within their major, they further develop their
honors competencies through advanced honors seminars and individualized plans of study. Throughout
their time at the University, students may choose to participate in a number of honors-sponsored co-
curricular activities which complement their plan of study. At the culmination of all coursework,
students are required to demonstrate acquisition of leadership, research, and global citizenship
competencies through a successful presentation and defense of an honors electronic portfolio in HONR
475: Honors Portfolio.
2. Contact Information
a.) Address
Honors Program, MH 265
Minnesota State University, Mankato
Mankato, MN 56001
Phone: 507-389-5191 (V)
Fax: 507-389-5974
800-627-3529 (MRS/TTY)
http://www.mnsu.edu/honors/
b.) Social Media
Like us on Facebook: The Honors Program at Minnesota State University, Mankato.
Join our private Facebook Group: Minnesota State University, Mankato Honors Program.
Follow the program on Twitter @MNSUHonors.
The program’s blog, “The Honors Lounge,” is at https://mnsuhonors.wordpress.com.
The Program has a LinkedIn Group titled “Honors Program Alumni at Minnesota State Mankato” for
students nearing graduation and alumni.
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3. Admissions Process
Honors Program staff, in consultation with the Honors Council, grant admission to the Honors Program.
Honors Program admission criteria are based on a variety of areas. No predetermined test score or class
rank guarantees or precludes admission. The selection committee considers the applicant’s demonstrated
and potential academic excellence as well as character traits such as perseverance and inquisitiveness.
a.) High School Students
The priority application deadline for high school seniors is November 15, 2016. To be ensured a space
in the first year cohort, please apply by February 26, 2017. This is a program specific application. It is
not the same application used to apply to the University. Presidential Scholarship applicants who have
indicated interest in applying to the Honors Program on the scholarship application will be considered
for the Honors Program using the Presidential Scholarship application materials.
b.) Current MSU, Mankato Students
Current Minnesota State University, Mankato students who are interested in joining the Honors Program
and have completed between 12 and 30 credits with a GPA over 3.3 should submit the current student
application (found on the Honors website) with two letters of recommendation and an unofficial copy of
their academic transcript. Applications for current students are accepted at any time. Students must
demonstrate an interest in developing leadership, research, and global citizenship skills.
c.) Transfer Students
Transfer students are required to have an overall GPA of 3.3 or higher with demonstrated interest in
developing leadership, research, and global citizenship skills. Please note that Minnesota State
University, Mankato considers one’s entire academic record and overall GPA, regardless of when and
where a student completed the work.
d.) Application
To apply for the Honors Program:
Download the appropriate application at http://www.mnsu.edu/honors/forms.html.
Download the Letter of Recommendation Form and submit two recommendations.
Secure an unofficial copy of your transcript(s) and submit documentation to the program office.
To turn in your application materials, you can either come in person to Morris Hall 265 to drop
the materials off, or you can email the materials in electronic form to [email protected].
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4. Curriculum
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 (Honors FYEX or HONR201);
3 credits of honors upper-level seminars (HONR401)
3 credits of honors upper-level seminar (HONR 401), HONR 450: Service Learning, HONR455:
Practicum, or HONR499: Independent Study; and
a 1-credit senior portfolio (HONR475)
Students who choose to graduate Honors with Distinction also take 6 credits of honors sections of
General Education courses.
Sample Plan of Study
* HONR 450: Honors Service Learning; HONR 455: Honors Practicum; HONR 499: Individual
Study
Academic
Year
Honors Program Graduate
with Distinction
(14 credits of Honors
Courses)
Honors Program
Graduate
(8 credits of Honors
Courses)
Honors
Competencies
First Year FYEX 100: HONR First Year
Experience (1) OR
HONR 201: Introduction to
Honors (1)
Language Course(s)
Honors General Education
Course (3)
FYEX 100: HONR First
Year Experience (1) OR
HONR 201: Introduction
to Honors (1)
Language Course(s)
Leadership
Progress
Research Progress
Language Progress
(4-16 credits)
Intercultural
Progress
Sophomore
Year
Language Course(s)
Honors General Education
course (3)
Language Course(s)
HONR 401: Honors
Seminar (3)
Junior Year HONR 401: Honors Seminar
(3)
HONR 401, 450, 455, or
499* (3)
Senior Year HONR 401, 450, 455, or 499*
(3)
HONR 475: Honors Portfolio
(1)
HONR 475: Honors
Portfolio (1)
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b.) Language Requirement
In addition to their coursework, all honors students will demonstrate competency in a second language
according to the American Council on the Teaching of Foreign Languages “Intermediate Mid” level (for
students continuing a language from high school) or “Intermediate Low” level (for students studying a
new language). Competency can be demonstrated through course completion or via examination.
Students in Engineering, Education, Nursing, Dental Hygiene, and other high-credit (50+) majors, or
students in double majors, or students with double minors may demonstrate competency at the
Intermediate Low level. Students who have not met the language competency by the end of their
sophomore year will design a plan for completion with the assistance of the Director. Students who enter
the program with competency in more than one language fulfill the language requirement with this
background. For more information on the language requirement, see Appendix A: Language
Competency Information, or look at a simplified version of the requirements in Appendix B.
c.) HONR 475: Capstone Portfolio Requirement
Each year, students develop their electronic portfolios as they progress through the program. In their
senior year, students will complete their final electronic portfolios in HONR 475: Honors Portfolio.
Generally speaking, students will provide evidence of excellence in the following areas:
Leadership: students will have developed a leadership philosophy and reflected on their
participation within a campus or community leadership team.
Research: students will have completed undergraduate research mentored by a faculty
member, followed by dissemination of the research results.
Global Citizenship: students will have attained minimum competency in a second language
and developed knowledge of another culture through classroom learning and engaged
interaction with people from different backgrounds than their own via a study abroad, study
away experience or another experiential learning opportunity.
The complete list of competencies and evaluative rubrics can be found on pages 20-22. Representative
student work and projects that serve as successful portfolio demonstrations can be found on the Student
Portfolios page of the Honors Program website.
5. Policies and Information
a.) Program Policies
In order to remain in overall good standing within the program, students must do the following each
academic year:
Enroll in one honors course or a language course.
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Submit a learning plan in the fall.
Submit (or review) their four-year graduation plan in the fall.
Meet with their honors advisor during fall annual advising.
Update and submit their electronic portfolio for annual review in June.
Maintain a 3.3 cumulative GPA.
GPA Policy: Students must maintain a minimum cumulative 3.3 GPA. We offer one semester of
probationary status. After that semester, a student will be removed from the program if his/her GPA is
still below a 3.3; however, we offer a reinstatement form, should that student choose to rejoin the
program with an improved GPA.
Pass/No Credit Policy: All of the Honors courses (including honors sections of general education
courses and Honors seminars) must be taken for a letter grade.
Transfer Policy: Transfer students should contact the Honors staff to have their transfer credits reviewed
when they submit an application for admission.
b.) Reinstatement Policies and Procedures
Students will not be eligible to enroll in Honors classes for any of the following reasons:
Student’s cumulative GPA is below 3.3.
Student did not submit annual personal learning plan or make an advising appointment during
the Fall semester.
Student did not take at least one honors course or second language course in the previous
academic year.
Student did not demonstrate progress in language competency beyond the sophomore year.
Student did not update and submit his/her electronic portfolio for faculty review in June.
Students dismissed due to cumulative GPA below the required 3.3 minimum must wait until their
cumulative GPA has reached the required 3.3 minimum before completing and submitting the
Reinstatement Request Form, which is available online under “Forms.”
c.) Eligibility
Students are allowed to petition for reinstatement one time only.
Seniors are not eligible for reinstatement into the Honors Program.
d.) Process
Complete the Reinstatement Request Form found online.
Schedule an appointment with the Honors Director.
Students will receive notice within five business days following the appointment indicating the
decision of the Honors Director and status in the program. All decisions are final.
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6. Benefits of the Honors Program
a.) Small Class Sizes and Great Faculty
Honors courses have a maximum of 25 students in General Education sections, and 15 in introductory
and advanced seminars. The small class size allows for in-depth discussions and an increased amount of
interaction with professors. Smaller classes also give honors students the ability to apply the skills they
learn in class to real-world problems through a variety of hands-on experiences. In honors classes,
professors demonstrate that knowledge is not something merely to master, but also to wield. There are
no closed discussions or memorization lists. Rather, information is uncovered, shared, and used by
students in their ongoing journey of discovery and development of their skills. Honors faculty members
are selected for their excellent reputation as scholars, teachers, and mentors. They enjoy creating
innovative educational experiences and are dedicated to student success in and out of the classroom.
b.) Co-Curricular Activities
As soon as they arrive on campus, honors students are invited to special co-curricular activities that
foster their personal and professional development. Events may include conversations with faculty,
special lectures and events on the Mankato campus or other regional campuses, personal discussions
with national leaders, service and consulting projects for regional non-profits and businesses, and trips to
national conferences. All of these opportunities are organized and supported by the Honors Program and
can be found on the Program’s Calendar of Events located on the website at
http://www.mnsu.edu/honors/events.html.
c.) Priority Registration
Honors students who have earned less than 64 credits and are in good standing with the program enjoy
early registration privileges at Minnesota State Mankato. This allows students to schedule courses for
their major around honors courses and activities and supports the most efficient path toward graduation.
d.) Scholarship and Fellowship Assistance
The Office of University Fellowships is conveniently located in Morris Hall 265, providing honors
students with direct access to fellowship advising and individualized assistance with award applications.
Resources aid students in identifying awards and mentoring students through the application process.
Moreover, participation in the Honors Program makes students more competitive for prestigious
national and international award opportunities. For more information about the Office of University
Fellowships, please visit http://www.mnsu.edu/fellowships.
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e.) Networking Opportunities
Honors students have the opportunity to meet a variety of people that can help them in their academic
endeavors and, later, in their search for internships or job positions. Students get to know honors
professors, meet with the deans of their colleges, and network with guests of the program, the university,
and the program’s successful alumni.
f.) The Student Lounge
The Honors Program Office, located in Morris Hall 265, is shared with the Undergraduate Research
Center and the Office of University Fellowships. The lounge, where students can relax, study, or meet
with faculty and staff, is student friendly and centrally located. Honors lectures and other co-curricular
activities are held in the lounge, as are many other student and committee meetings. Students may use
the lounge from 9 am-6:00 pm Monday through Thursday and 9 am-4:30 pm on Fridays. Honors
students may request that the lounge be available to them during other hours.
g.) Personal Advising Sessions
As members of the Honors Program, students can receive one-on-one advising sessions with the honors
staff and faculty. Students must meet with an advisor during fall semester but can request an advising
appointment at any time. The honors staff can assist students with planning their course schedules,
learning and graduation plans, electronic portfolio development, applying for scholarships or
internships, and even choosing a study abroad program. The advising that students receive through the
Honors Office complements the advising that students receive from their academic advisor on campus.
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 for requests of up to $300 per student. Funds must be used by June 30th of the academic
year they are awarded. For a grant application, visit the website or see Appendix C.
i.) Recognition of Honors Status
The Honors Program provides solid evidence of real student accomplishments in leadership, research,
and global citizenship. Completed honors sections of General Education courses and honors seminars
are noted on student transcripts. Upon completion of the course and competency requirements, students
will receive honors recognition at the annual spring convocation, where they receive an honors medal, at
their commencement ceremony, and through official notation on their transcript.
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7. Honors Courses
a.) Course Selection
Most honors courses change each semester and are selected via a competitive process administered by
the Honors Council. In their course proposals, faculty must clearly indicate how the course will foster
the development of the honors competencies. Moreover, the person teaching the course must be a
faculty or staff member with a great track record in teaching and mentoring of 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 (most of) in any semester in their undergraduate studies as the seminars allow a
flexible space for students to develop their skills starting at various levels.
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
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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
d.) Courses Offered Regularly
Honors First Year Seminar (FYEX 100)
Gen Ed 12, 1 Credit
This course is required for incoming first-year students with the goal of developing skills, such as
reading, writing, and speaking. The course provides an orientation to the mission and core competencies
of the Honors Program, and strengthens the interaction and sense of community among first-year honors
students. All students will analyze and categorize leadership, research, and global citizenship themes,
identify appropriate learning goals, and develop an electronic portfolio for their use in the Honors
Program. This course is offered each fall semester.
Introduction to Honors (HONR 201)
1 credit
This course is required for students who enter the Program without taking the honors section of the
FYEX course. This course provides an orientation to the mission and core competencies of the Honors
Program. Students will analyze and categorize leadership, research, and global citizenship themes,
identify appropriate learning goals, and develop an electronic portfolio for their use in the Honors
Program. This course is offered every spring semester and based on funding also in the summer (as an
online class).
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 collaborating with honors students through various
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mentoring opportunities. 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 the students to articulate how they have met
the Honors Program Competencies. 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. For a complete and updated list of current courses, please visit
http://www.mnsu.edu/honors/currentstudents/.
European History to 1648 (HIST 180)
Gen Ed 5, 9 ; 4 credits
This course examines European history from the ancient and classical periods to 1648, the end of the
Thirty Years' War. The course is designed to kindle your interest in the past by revealing worlds and
peoples whose accomplishments and activities, for better or worse, have deeply impacted our world
today. This honors section will abandon the traditional textbook-style approach in favor of deep
analysis of primary sources (documents from the time period) and by experimenting with
simulations of past situations in the period under study. In the simulations, students will study the
period and its events, people and ideas; engage contemporary conflicts; and make decisions that
place them at the center of sweeping changes in European history.
Leadership and Interpersonal Communication, (HONR 401)
4 Credits
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.
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8. Honors Service Learning, Practicum, and Independent Study Options
To further individualize their program of study, honors students can substitute up to three hours of their
HONR 401 seminar requirements with HONR 450: Honors Service Learning, HONR 455: Honors
Practicum, or HONR 499: Individual Study.
Honors Service Learning credits are available for students wishing to develop their competencies and
skills via unpaid service to the campus or community. Honors Practicum experiences are designed
primarily as job shadowing opportunities or as paid or unpaid internships.
Students wishing to conduct research projects or engage in further reading under the guidance of a
faculty member enroll in Individual Study credits with permission of the instructor of record.
There is no prerequisite to enroll in the courses, but students must submit a Service Learning/Practicum
Proposal form (see Appendix H) to initiate discussion about the opportunity with Program staff.
Students negotiate the syllabus, due dates for assignments (see Appendix I), and course credits with the
instructor of record. There is no required form or syllabus for HONR 499: Individual Study (please
contact an Honors staff member to discuss this option).
All courses may be taken for 1-6 credits, and the courses can extend over a series of semesters. Credits
are negotiated with the Honors staff or supervising faculty member prior to course approval. Most
students can use the following guide for their credits: (30 hours = 1 credit; 60 hours = 2 credits; 90 hours
= 3 credits, etc.).
9. Honors Advising
Honors staff advises students regarding specific goals, outcomes, and policies of the Honors Program,
including the selection of suitable co-curricular activities to support the three program competencies.
The students’ annual Personal learning plans, 4-year plans, individual 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. The staff also assists students with scholarships and fellowships and offers
helpful career advice.
Mentoring relationships are developed with faculty, staff, and students through socials, seminars, co-
curricular activities, and formal meetings. Honors Student Mentors, students who have completed
HONR 401: Developing Your Mentor Philosophy, provide other honors students with general guidance,
help in problem solving, and assistance with future planning. Honors mentors and mentees check in with
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each other at least 3 times during fall semester. They can go to honors events together, chat over coffee,
hang out with other mentors/mentees, or whatever else you’d like to do! Honors student mentors are a
friendly face that will help guide you through your first semester. If you are interested in having an
honors student mentor, please contact the honors graduate assistant, Leslie Kane at
10. Developing a Personal Learning Plan and a Four-Year Graduation
Plan
Each year, honors students develop a Personal Learning Plan and maintain or update a 4-year graduation
plan. The Learning Plan outlines the key skills and 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 Personal Learning Plans and Four-Year Graduation
Plans are submitted to the Honors Program Office on or around September 30th, and they are followed-
up with an advising session with the staff.
Four-Year Graduation Plans can be developed in concert with the student’s advisors in their major(s)
and in Honors. It is important to update these each year so that a student remains on track for a
successful – and timely – graduation.
Think of the Personal Learning Plan as an opportunity for reflection and goal-setting. A sample template
is provided in Appendix K. Before students begin their Personal Learning Plan, they should review the
Honors Program competencies and rubrics (available in this handbook, online, or from the office), and
ask themselves which areas they would like to develop, and how they would like to work on them. If
students don’t understand a competency or rubric, they should ask the honors staff. Consider the type of
evidence that would demonstrate one’s acquisition of these skills within the efolio. What artifact from a
project, paper, or presentation would demonstrate the attainment of a skill? Would a skill be best
demonstrated through a brief reflective essay about an event (a lecture, or a culture night), or about an
extended leadership or service project a student has been working on?
The Personal Learning Plan need not be fancy, just thoughtful. A one-to-two page plan will suffice.
Also, understand that personal development while at Minnesota State University, Mankato will not
occur in one year, but instead over several years, and that important learning takes place both in and
outside of the classroom. At the top of the plan, the student should indicate his or her name, academic
year, major, and second-language study that the student is pursuing. After that, the student should divide
the report by the competency areas he or she would like to develop, including one’s major field and any
other skills desired, followed by specific plans and potential evidence for the demonstration.
The Personal Learning Plan, followed by regular updates and submission of the efolio each June, will
become the building blocks for competency demonstrations students develop over their years here at
18
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 Efolio
Efolio stands for “electronic portfolio.” It is an easy-to-use web platform for designing a personal,
professional website. If Facebook is a social window to oneself, think of efolio as one’s professional
window. Students have the option of building their efolio through one of the following platforms:
Efolio Minnesota, Weebly, Wix, or Wordpress.
a.) Why is Honors using it?
The Honors Program uses electronic portfolios for several reasons. First, personal efolios can help
students reflect on what they’ve learned, and how they are learning it, throughout their time here at
the university. Research shows that students who reflect on their learning leave university education
with significantly greater learning and subsequently higher satisfaction rates. Second, the efolio
format provides a flexible tool for the Honors Program faculty and staff to assess student learning.
The electronic portfolio is a developmental tool at the university, but as students are preparing to
leave the institution, their electronic portfolios can be transformed into a demonstration tool to
present to the public, including prospective employers.
b.) How will Honors use it?
Students begin building their electronic portfolio in FYEX or HONR 201, whichever course they take.
As students develop their electronic portfolios by uploading content and reflections about
significance in one’s learning, the Honors Program faculty access the sites once per year in June after
the spring semester ends. Honors faculty review student demonstrations of the honors competencies
that have been prepared from student work and reflection over the course of the previous year. Then,
honors faculty send a personal report to students that lets them know where they are in their
development, and what projects and activities they’ll want to consider in the coming year (See
Appendix L). This assessment is not graded, but rather a review process that assesses and nurtures
individual development of honors competencies.
In the fall, as students prepare their learning plans, 4-year plans, and goals for the upcoming year,
they can use this annual portfolio review to help guide them in planning. In their senior year, all
students will take a 1-credit HONR 475: Honors Portfolio course. This course will help students
prepare the final review of their portfolios, and upon passing the course (having demonstrated all of
the competencies and completing honors credit requirements), students will graduate with Honors
from Minnesota State University, Mankato.
19
c.) Can students keep their electronic portfolios private?
Of course they can. If students choose to use eFolio Minnesota, they can set the electronic portfolio
to a privacy setting, and change the settings as they develop it. Honors staff will use a login to access
these electronic portfolios , but no one else will see it unless students allow it. If students use Weebly,
Wix, or Wordpress, then their electronic portfolios are public.
d.) Can students see sample electronic portfolios?
Visit the Honors Program website for several student electronic portfolios created at different points
in one’s academic journey, from our first-year students to our upperclassmen. For examples, go to
http://www.mnsu.edu/honors/portfolios.html.
e.) How do students get started?
Choose one of the following platforms: eFolio Minnesota, Weebly, Wix or Wordpress
Create an account.
Update your electronic portfolio each semester.
Turn in your electronic portfolio each spring to be reviewed by honors staff.
20
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 June, representatives of the honors staff and faculty review
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 graduate with Honors, all students must demonstrate
competencies at a level four or satisfy all boxes marked as green.
Leadership
Upon graduation, honors students will have demonstrated the ability to utilize personal leadership
values and guide groups toward a common goal.
Theme Leadership
Competency Rubric
Emerging Developing Mastering
Level One Level Two Level Three Level Four
Values
Students will
identify and utilize
leadership values
as members of
campus and
community
organizations
Identifies personal
leadership values
Reflects upon
personal
leadership
strengths and
weaknesses
Critiques leadership models or style(s) within group contexts
Uses personal
theories and
values of
leadership
within campus
or community
organizations*
Teams
Students will
identify roles
within teams and
utilize them
within campus or
community
organizations.
Identifies various
types of roles
within group and
team settings
Reflects upon
roles within group
and team settings
Practices group
member skills and
abilities to work
together toward a
common goal
Articulates a
general
leadership
philosophy to
guide future
collaboration
within groups*
Key: Red = First-Year, Yellow = Sophomore, Blue = Junior, Green = Senior
21
Research
Upon graduation, honors students will have demonstrated the ability to exhibit information
literacy skills, synthesize and integrate ideas, produce original research or creative works, and
contribute to knowledge.
Theme Research
Competency
Rubric
Emerging Developing Mastering
Level One Level Two Level Three Level Four
Information
Literacy
Students will
exhibit
information
literacy skills
Develops ability
to access
information
effectively,
efficiently, and
critically
Demonstrates
knowledge of the
ethical use of
information.
Develops ability
to evaluate and
incorporate
selected
information into
knowledge base.
Demonstrates
ability to use
information
effectively and
ethically to
accomplish a
specific research
goal*
Information
Synthesis
Student will
exhibit the
ability to
synthesize and
integrate ideas
Develops ability
to organize
others’ ideas
Develops ability
to evaluate and
synthesize
diverse
perspectives on a
given topic
Exhibits ability to
draw upon
multiple sources to
present a coherent
and integrated
thesis statement or
hypothesis
Demonstrates ability
to reflect upon how
the paper/project led
to new knowledge
and understanding
about the research
process.*
Original
Research
Student will
produce
original or
creative
achievement
Identifies research
question or
creative proposal
that extends
knowledge or
practice of their
disciplines
Develops
research question
or creative
proposal that
extends
knowledge or
practice of their
disciplines
Conducts primary
research or
engages in creative
practice that
extends the
knowledge or
practice of their
disciplines
Exhibits completed
research or creative
work that extends
knowledge or
practice of their
disciplines*
Dissemination
of Results
Student will
contribute to
knowledge
Identifies
appropriate
venues for
dissemination
Prepares and
submits an
abstract or
proposal for the
appropriate venue
Disseminates the
results of their
research or
creative
achievement*
Publishes the results
of their research or
creative
achievement
through a peer-
reviewed venue
22
Global Citizenship
Upon graduation, honors students will have demonstrated the ability to lead and serve in a multicultural world through increased self-awareness of one’s own culture and its relationship to others, deepened understanding of other cultural perspectives, attainment of second language proficiency, and demonstrated awareness of culture-language connections in communication. There are currently two versions of the Global Citizenship rubric. The version below is an older version of the rubric and is the rubric that the juniors in the Honors Program will use during 2016-2017. All others will be using the second, revised version of the rubric, found on the next page.
Global Citizenship Rubric – OLD VERSION (Juniors Only)
Theme
Global Citizenship
Competency Rubric
Emerging Developing Mastering
Level One Level Two Level Three Level Four
Language
Student will exhibit
second language and
communication
competence
Uses self-
assessment to
identify language
competency
Exhibits growth in
second language
competency
Achieves ACTFL
intermediate mid
(or intermediate
low) competency**
Demonstrates ability
to tolerate ambiguity
and negotiate
meaning through
language
Culture
Student will exhibit
cultural competency
and awareness
Identifies basic
concepts related to
global citizenship
and cultural
competency.
Uses discipline-
specific concepts to
identify other
social conditions
and cultural
realities.
Evaluates social
conditions and
cultures through
engaged
interactions*
Expresses ability to
explain perspective
of another society or
culture
23
Global Citizenship Rubric – REVISED VERSION
Level 1 Level 2 Level 3 Level 4
Se
lf-a
wa
ren
ess
Demonstrates emerging realization of oneself as a member of a culture.
Shows emerging awareness of the varied contexts and boundaries of one’s own culture and its cultural rules and biases.
Recognizes new perspectives about own cultural rules and biases and compares and contrasts own culture with others and their cultures.
Perceives one’s personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; shows awareness of what one does not understand and why understanding is so hard.
Kn
ow
led
ge
an
d
Un
de
rsta
nd
ing
Asks simple or surface questions about other cultures.
Demonstrates beginning understanding of other cultures based on brief encounters with others (e.g., culture nights).
Asks questions about other cultures that result in increased understanding of the complexity of elements important to members of an/other culture/s (e.g., history, values, politics, etc.) through increased, longer interactions with others (e.g., IELI tutoring).
Asks deeper questions about other cultures and seeks out answers to these questions.
Begins to initiate and develop interactions with culturally different others.
Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives.
Continuously seeks out opportunities to interact with culturally different others. Suspends judgment in valuing her/his interactions with culturally different others.
Co
mm
un
ica
tio
n
Has an emerging level of understanding of cultural differences in verbal and nonverbal communication.
Through practice with a second language, identifies some cultural differences in verbal and nonverbal communication and the connection between language and culture.
Through increased practice with a second language, recognizes and participates in cultural differences in verbal and nonverbal communication and draws connections between multiple experiences and issues related to language and culture.
Articulates a complex understanding of cultural differences in verbal and nonverbal communication and provides a thoughtful account of what learning a second language has taught one about culture, the world and the complexity of relations between groups of people.
Has met language requirement (course work or demonstrated proficiency)? Yes No Note: Level 1 is a beginning level of competence (minimum expected level for first-year students); Level 4 denotes expected performance for graduation from the Honors Program.
24
13. A Student’s Guide to Reaching Honors Program Competencies*
Leadership
First-Year Students: During their first year in the Honors Program, students begin to explore their
ideas of leadership by enrolling in Honors First Year Experience (Honors FYEX 100) or HONR 201:
Introduction to Honors. Either course serves as a foundation for the Honors Program. The courses
introduce students to various leadership styles and allow reflection on personal leadership abilities.
Outside of class, first-year honors students often join campus clubs that relate to their majors or
personal interests. They lead book discussions for the university’s Common Read, or they participate
in a service project to give back to the community, such as the annual honors food drive for the
ECHO Food Shelf.
Sophomores: Honors students continue to reflect on their own leadership abilities and styles of the
leaders with whom they work. Students search for opportunities to deepen their involvement in
campus and community organizations. For example, students could run for office to obtain a
leadership position with a club or organization that they have already had experience with. Other
examples include applying for a Learning Community Coordinator (LCC) or a Community Advisor
(CA) position for on-campus housing, tutoring students in math or at the Lincoln Community Center,
or working with the Resident Hall Association to represent students living on campus.
Juniors and Seniors: During their last two years on campus, honors students can apply for LCC or CA
positions, and become more deeply involved with campus clubs and organizations. Some students
choose to practice their leadership skills by becoming involved with the Honors Student Council,
where they work with faculty to govern the Honors Program. Other students choose to help lead
younger students, by becoming an Orientation Peer Assistant (OPA) or by enrolling in HONR 401:
Developing Your Mentor Philosophy, to become an honors mentor. Some honors students get
involved with student government, or they become a Student Ambassador and give campus tours to
prospective students. By the time they complete the program, honors students will be able to
articulate a leadership philosophy based on personal reflection of their own skills and the leadership
styles of others. They will also have significant practice working in a team environment that is
committed to achieving goals.
Research
First-Year Students and Sophomores: Honors students begin their research career at Minnesota State
University, Mankato by discussing research with their peers in Honors FYEX 100 or HONR 201.
During this time, they are also instructed on how to compose research papers, how to find appropriate
sources, and how to conduct ethical research. General Education courses, especially honors sections
25
of General Education courses, also help students by allowing them to practice their research skills in
the form of essays and small projects while the students are introduced to the resources at Memorial
Library.
Juniors and Seniors: Although some honors students start research projects in their first two years at
the university, most conduct their own research or research with a faculty member in their given field
in their last two years before graduation. Advanced honors seminars, as well as seminars in the
students’ major fields, often provide ideas and connections for students developing their research
agendas. Along the way, students can apply for grants from the Honors Program or the
Undergraduate Research Center (URC) to help fund their work. They also present their findings at
campus conferences, such as the Undergraduate Research Symposium, regional conferences, or
national conferences such as the annual conference of the National Collegiate Honors Council or the
annual conference of the National Council for Undergraduate Research. Some even publish their
work. Several honors students have won competitive fellowships that advanced their research skills,
both here in the United States and abroad. Overall, students will have demonstrated their ability to
identify a problem, design a research project that investigates it, pose a potential solution, and present
their findings to the public.
Some students find that their interest area does not conduct “typical” research. For example, areas of
theatre, music, and other arts based programs. Students may also complete their research requirement
by producing an original creative work. Research will still need to be conducted in order to complete
the creative project, it’s simply a different kind of research than what is seen in a science lab. Some
project examples include costume designing a show set in a different time period, writing a short
story or series of poems to be performed, or making a set of artwork to emulate a certain artist. What
is important is that the research project is conducted under a faculty mentor, who will be able to assist
you throughout the research project.
In addition, in many majors there are existing course projects and/or program components that can be
utilized to meet the research requirement for Honors, e.g., the senior capstone project in Mechanical
Engineering, the edTPA project in Education or the IBE project in Business. Please work with your
faculty in your major and your Honors advisor to determine the most suitable project for you.
Global Citizenship
First-Year Students and Sophomores: Fundamental to attainment of the honors global citizenship
competency is skill in a second language. A student’s language competency goals depend upon
which language they study, at what level they start their language study, and what major(s) they
pursue. Honors advisors and language faculty assist in the process of identifying second language
goals for the students. Many honors students begin taking language courses in their first year of
studies, and it is recommended that they complete their competency by the end of their sophomore
year. Common languages for Honors students to study include Spanish, German, French, Norwegian,
26
and American Sign Language. Honors students learn what it means to be global citizens in Honors
FYEX 100 and HONR 201. They develop knowledge about cultures by participating in honors section
of General Education courses and by attending lectures or cultural events on campus, such as
Bangladesh or Korean night.
Juniors and Seniors: Honors students continue to develop deeper learning about peoples and cultures
with which they were unfamiliar. Students find opportunities to personally engage with people from
different backgrounds outside of the classroom. Students may study abroad, connect with people
from other cultures on campus or in the community via service projects, or both. Though studying
abroad is not required for honors students, many take advantage of that opportunity and most often
travel to a country whose people speak the language the student has been studying. Our students have
studied in Ecuador, France, Germany, Jamaica, Nepal, Norway, and Thailand, among other places.
Many volunteer opportunities exist closer to home. Some students work with English as Second
Language (ESL) individuals at the Lincoln Community Center to help adapt them to American
culture and language, while others have volunteered at the Open Door Health Clinic. Regardless of
the avenue the student chooses, the goal is to be able to “see the world through someone else’s eyes”
through a combination of deep book learning and personal engagement.
*Further information and suggestions for reaching honors competencies can be found at
http://www.mnsu.edu/honors/missionsngoals/
14. Co-Curricular Activities
a.) First-Year Learning Community
To help foster communication and relationships within the honors community, Honors sponsors a
learning community that is highly recommended for all first-year honors students. The Honors
Learning Community is currently located in Crawford Residence Community - B Hall, Floors 3 & 4.
B-Hall was recently renovated and includes air-conditioning, heating, a sink, desk, dresser, and closet
in each of the rooms. There is a kitchen, bathroom, lounge, and laundry area for students, all which
make for a comfortable living area. 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.) Leadership and Citizenship Learning Community
This learning community is for second or third year students who have an interest in developing their
leadership and citizenship skills through service both within the Honors Program and on campus in
general. The learning community begins in the fall semester and lasts for the academic year. Students
27
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. During the
2016-2017 academic year, the learning community members will take HONR 401: Developing Your
Mentor Philosophy or HONR 401: Growing the Leader in You during the fall semester and HONR
401: Personal Exploration of Leadership in the spring. 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. You may still choose to
live in the residence hall via the University’s Housing Application process or you can choose to live
in off-campus housing. You will have the opportunity to sign up for this sophomore/junior learning
community during the fall course registration time in the Spring semester.
c.) Honors Student Council
All honors students are voting members of the student council, which is led by the executive board.
Each year, honors students elect a president, vice president, secretary, and class representatives to
lead the Honors Student Council. The Student Council meets once a month. Student Council
members meet regularly with honors staff to discuss upcoming events and student concerns. The
purpose of the Honors Student Council is to represent the needs of honors students. The Student
Council also assists the coordination of honors events and informs students of news related to the
Honors Program. Through the Student Council, students help choose courses and provide input on
curricular changes. Students have the opportunity to impact the long-term development of this
program and actively choose what courses they will be taking while at Minnesota State University,
Mankato. The Constitution of the Honors Student Council explains the function of Honors Student
Council officers, the role of the Council, and other specific information. To see the list of current
HSC Executive Board Members, please visit http://www.mnsu.edu/honors/hsc.html. To view the
constitution, refer to Appendix M.
15. The Honors Faculty 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 at
http://www.mnsu.edu/honors/facultystaff/council.html.
b.) Responsibilities
The Honors Council supports academic excellence in leadership, research, and global citizenship
throughout the campus. The Council will:
28
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
A Faculty Association member representing each college of the university (7 elected members in
total)
One representative from the Admissions Office
One Representative from the Office of First Year Experience
One Representative from the Office of Residential Life
One elected representative from MSUAASF
One Representative from the Department of World Cultures and Languages
One Representative from the Counseling Center
One Representative from UCAP
The Honors Program Assistant Director
The Honors Student Council President
Four Honors Student Council 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
(NCHC)
http://nchchonors.org/
29
Appendices
Appendix A: Language Competency Information
Minnesota State University, Mankato
Language Competency for the Honors Program
Honors Program students develop language competency as part of their global citizenship component
of the program. English may count towards this goal if the student’s native language is not English. By
the end of the sophomore year, this competency should be acquired by taking classes, by personal
study, by studying abroad or by a combination thereof. Modifications to the methods of study and the
time line must be made in consultation with the Honors Program Director. The language competency
level that is required for the Honors Program is measured on a standardized national scale (ACTFL) as
intermediate-low and intermediate-mid proficiency.
In order to achieve this competency you may take language courses at Minnesota State University,
Mankato in (English as a Second Language (ESL), Dakota, French, German, Swedish, Norwegian,
Spanish and American Sign Language (ASL)) and/or Gustavus Adolphus College (Greek, Latin,
Japanese, Russian) in St. Peter, MN or through study abroad. MSU has a number of direct exchange
programs for French, German, Scandinavian Studies, and Spanish. Honors Competency Level for ASL
is the same as starting a new foreign language (i.e. 4 semesters or the equivalent of completion through
Advanced Sign Language II, CDIS 208, if obtaining a competency equivalent through the CDIS
faculty). Courses for Dakota language are cross-listed in American Indian Studies (AIS) and World
Languages and Cultures (WLC). Intermediate-low/mid competency can be obtained beyond the first
year language instruction on the MSU campus. For further information, contact the faculty member in
your language area (see list below) and the website of the Department of World Languages and Cultures
at https://www.mnsu.edu/languages/, American Indian Studies at http://sbs.mnsu.edu/ais/ and the
Director for International Programs (tel. 507 389 1281) in the Kearney International Center in the
Centennial Student Union, CSU 250. For a good overview and initial information, visit their website
at http://www.mnsu.edu/kearneyic/
Faculty Contacts at Minnesota State University, Mankato:
American Sign Language Dr. Carol Myhre [email protected]
Dakota Dr. Chelsea Mead (AIS) [email protected]
Dr. Gregory Taylor (WLC) [email protected]
English/ESL: Dr. Karen Lybeck [email protected]|
French: Dr. Evan Bibbee [email protected]
German: Dr. Nadja Krämer [email protected]
Scandinavian Studies: Dr. Rennesa Jessup [email protected]
Spanish: Dr. Gregory Taylor [email protected]
30
Starting a New Foreign Language at MSU:
If you start a new language, you must attain intermediate-low proficiency that may be fulfilled with the
completion of a 202 course in the language sequence (101-102-201-202) or the equivalent (if you study
abroad or fulfill the competency otherwise). For American Sign Language, the course is CDIS 207
Advanced Sign Language I. Spanish intermediate-low proficiency is attained upon completion of
SPAN 201.
For the Fall Semester 2015, you may choose from the following options at MSU:
AIS 110 Dakota Language and Culture I or DAK 101 Elementary Dakota I
CDIS 205 Beginning Sign Language
FREN 101 Elementary French I
GER 101 Elementary German I
SPAN 101 Elementary Spanish I
(See extensive listing for ESL below)
Continuing with a Foreign Language at MSU:
If you continue with a language you studied in high school, you must attain intermediate-mid
proficiency that maybe fulfilled with the completion of one course beyond the 202-language
sequence (201 in Spanish, usually SPAN 210W) or the equivalent (or via study abroad, or personal
study). American Sign Language competency is fulfilled upon completion of CDIS 208: Advanced
Sign Language II. To discover your current competency level, you should contact the faculty member
in French, German, Spanish Scandinavian Studies, or American Sign Language directly regarding
placement or visit https://www.mnsu.edu/languages/student/placement1.html
Language Proficiency for Students Pursuing High-Credit or Double Majors
Upon approval by the Director, students pursing double majors or majors in Nursing, Engineering,
Education, Social Work, Accounting, and other similarly high-credit degree programs (50+ required
credits) may demonstrate intermediate-low proficiency as their minimum competency.
Non-native English Speakers who are required to take ESL Courses:
Non-native English speakers whose language proficiency testing results require them to take English
as a second language will take the following:
Fall (one or both as required according to testing results)
ENG 105 – English for Non-Native Speakers
ENG 206 – Advanced Composition for Non-Native Speakers
Spring (choose one)
ENG 105 – English for Non-Native Speakers (if not taken in the fall)
ENG 110 – Introduction to Literature
ENG 114 – Introduction to Film
CMST 100 - Fundamentals of Communication
CMST 102 – Public Speaking
31
Placement Standards and Registration
Spanish Placement Guidelines (according to score of placement test)
If your score in Spanish is less than 200: register for SPAN 101
If your score in Spanish is between 200-300: register for SPAN 102
If your score in Spanish is between 301-400: register for SPAN 201
If your score in Spanish is 400+: See Spanish faculty for placement
-- If you are a heritage speaker: register for 210W
-- If you have college coursework completed either through concurrent enrollment, PSEO or transfer
work from another institution that goes beyond the 210W course, consult with a faculty member prior
to registering for a new course.
French Placement Guidelines (according to score of placement test)
If your score in French is less than 200: register for FREN 101
If your score in French is between 200-300: register for FREN 102
If your score in French is between 301-400: register for FREN 201
If your score in French is 400+: See French faculty for placement
-- Previous college-level coursework would follow normal progression of courses, unless last course
was taken more than 2 years ago.
-- Extremely talented students with 4+ years of experience at the HS level, as well as those with AP
coursework, may be allowed to register at the 300-level.
-- Considerable (more than two weeks) and recent (within the last year or so) time spent in a French-
speaking country may require a higher placement than the above guidelines would suggest.
German Placement Guidelines (according to score of placement test)
If your score in German is less than 200: register for GER 101
If your score in German is between 200-300: register for GER 102
If your score in German is between 301-400: register for GER 201
If your score in German is 400+: See German faculty for placement
-- Previous college-level coursework would follow normal progression of courses, unless last course
was taken more than 2 years ago.
-- Considerable (more than two weeks) and recent (within the last year or so) time spent in a German-
speaking country may require a higher placement than the above guidelines would suggest.
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.
32
Non-native English speakers who are not required to take ESL Courses:
Non-native English speakers whose language proficiency does not require them to take English as a
second language may take any of the following courses, or courses in another language, as appropriate.
During either semester unless stated otherwise
ENG 100 – Introduction to Composition (Fall)
ENG 105 – English for Non-Native Speakers (Spring)
ENG 110 – Introduction to Literature (Spring)
ENG 114 – Introduction to Film (Spring)
CMST 100 - Fundamentals of Communication
CMST 102 – Public Speaking
Non-English language courses (see above)
Language Courses at Gustavus Adolphus College, St. Peter, MN
If you plan to take language courses at Gustavus Adolphus (Japanese, Russian, Latin and Greek), please
contact Mary Racek in the Registrar’s Office through e-mail [email protected] or 507-389-1134
or the Common Market Director at the Registrar for further registration information.
Before taking courses at Gustavus Adolphus, you must fulfill the following requirements:
• one full-time semester attendance at MSU
• be registered for 12 credits at MSU
• carry a minimum GPA of 2.0
If you want to begin a new language at Gustavus, the beginning course starts always in the fall semester.
If you continue with a language, you need to contact the faculty listed below for appropriate placement,
please copy the Administrative Assistant for Modern Languages, Literatures and Cultures, Jenny
Tollefson at [email protected] on your correspondence regarding Japanese and Russian placement.
Japanese: Dr. Toshiyuki Sakuragi [email protected]
Russian: Dr. Denis Crnkovic [email protected]
Latin or Greek: Dr. Matthew Panciera [email protected]
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Appendix B: Simplified Language Requirement Chart
As part of the Global Citizenship competency, all honors students are required to demonstrate
competency in a second language. The expected level of language proficiency is intermediate low or
mid (equivalent to third/fourth semester of language study in college), depending on whether a
student is starting a new language in college or continuing a language.
Competency can be demonstrated through course completion or via examination. You may
demonstrate second language proficiency in any language, including sign language (CDIS). If you
speak English as a second language, English will be counted as your second language for this
requirement. If you plan to attain language through course completion, please follow the guide below.
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
Class sequence determined based on a
placement test. To take the placement test,
go to: https://www.mnsu.edu/languages/student/placement1.
html
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.
34
Appendix C: 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).
35
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.
36
Appendix D: Honors Program Contracts
Honors Contract Option
Upon permission of Honors staff, students have the option of contracting up to 3 credits of their
honors upper-level course requirements with non-program courses. The contract 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 E) 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 F) 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.
37
Appendix E: Honors Program Contract Proposal Form
38
39
Appendix F: Honors Contract Summary Report
40
41
Appendix G: Honors Program Curriculum and Plan of Study
Curriculum Basics
Honors Program students enroll in a flexible and innovative hybrid curriculum that results in a choice
of two designations on a student’s transcript: Honors Program Graduate and Honors Program
Graduate with Distinction. Both options include a 1 credit introductory course; 6 credits of honors
upper-level seminars; and a 1 credit senior portfolio. Students who choose to graduate Honors with
Distinction also take 6 credits of honors sections of General Education courses.
Students earn honors designation on individual courses and on their transcript upon completion of the
credits and demonstrations of honors competencies through the portfolio.
Notes:
1) All students submit an annual plan of study to the Honors Program Office by September 30th.
The plan of study is followed by an advising appointment with the Honors Staff.
2) Students begin their honors e-portfolios when they enroll in the program, and they track their
progress throughout the year. The portfolios are reviewed by honors faculty every June.
3) Second language competency is outlined in the student handbook. Requirements vary for each
student, based on their prior language experience and major field of study. Students are
strongly encouraged to complete their language competency by the end of their sophomore
year, or to provide a plan for doing so thereafter.
4) In addition to course credits, all students must demonstrate competencies in leadership,
research, and global citizenship. Students will demonstrate leadership skills by becoming
engaged with campus or community clubs and organizations, and gradually accepting
leadership roles within them. Research competencies will be demonstrated through individual
or small group research with a professor followed by a public presentation of the results.
Global citizenship competencies will be demonstrated by attaining minimum competency in a
second language and participation in an intercultural experience, often through a study abroad
or study away program. Nearly all of these competencies can be demonstrated through the
student’s major field of study. A guide to developing honors competencies can be found at
http://www.mnsu.edu/honors/missionsngoals/.
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Sample Plan of Study
Academic
Year
Honors Program Graduate
with Distinction
(14 credits of Honors
Courses)
Honors Program
Graduate
(8 credits of Honors
Courses)
Honors
Competencies
First Year FYEX 100: HONR First Year
Experience (1) OR
HONR 201: Introduction to
Honors (1)
Language Course(s)
Honors General Education
Course (3)
FYEX 100: HONR
First Year Experience
(1) OR
HONR 201:
Introduction to Honors
(1)
Language Course(s)
Leadership
Progress
Research Progress
Language
Progress
(4-16 credits)
Intercultural
Progress
Sophomore
Year
Language Course(s)
Honors General Education
course (3)
Language Course(s)
HONR 401: Honors
Seminar (3)
Junior Year HONR 401: Honors Seminar
(3)
HONR 401, 450, 455,
or 499* (3)
Senior Year HONR 401, 450, 455, or
499* (3)
HONR 475: Honors Portfolio
(1)
HONR 475: Honors
Portfolio (1)
* HONR 450: Honors Service Learning; HONR 455: Honors Practicum; HONR 499: Individual
Study
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Appendix H: HON450: 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 Anne Dahlman No preference
Last Name: ________________________ First Name: _________________ Middle Initial: _______
Tech ID#: _________________________ Year: Freshman Sophomore Junior Senior
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: ___________
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 (Dr. Dahlman or Ginny).
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
45
Proposal
Please complete the following sections. Consult an advisor (Dr. Dahlman 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
46
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 (The competency rubrics
are located at the end of this proposal form).
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
47
Student Response:
Advisor Feedback
Current development levels:
Expected development levels:
Specific ways to move from current to expected:
Feedback and Comments:
450/455 Proposal
48
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
49
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
50
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
51
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
52
Advisor Feedback
At least one method of demonstration:
Quality and appropriateness of demonstration:
Feedback and Comments:
450/455 Proposal
53
Please use the Competency Rubrics below to identify areas of current and
developmental growth.
450/455 Proposal
54
450/455 Proposal
55
450/455 Proposal
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Appendix I: 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 5% Friday Week 2 Institutional Framework Essay 15% First Friday of every month
Keep a weekly journal/blog focusing on critical incidents (turn in once a month)
40%
TBD A 20-minute presentation 10% 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. (i.e. what is this organization that you are working for, how did it develop, what services does it perform, what challenges does it face, etc….) through interviews with organizational staff and other resources. You should interview at least one staff member and consult at least one outside source (organizational pamphlet, informative article, etc.). 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, 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?
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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?
A 20-minute presentation You will deliver a 20-minute presentation about your experience presented to the Honors community. Please schedule this presentation with your instructor. Final Project
Option 1: Research Essay Write a more substantive (7-10) page research essay which examines a societal issue within the context of your service agency.
Option 2: Final Reflection and Action Plan
Based on your reflections and learning, write a synthesizing reflection analyzing and examining your experiences. Please use the appropriate Competency rubric/s and you weekly journal entries for your final reflection and action plan. This assignment consists of two parts:
a) Growth Statement. In this section you will focus on the fundamental ways that you have
grown over time throughout your experience. Consider the following kinds of questions in your meta-reflection here. 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, to other events, thoughts and feelings.
What were your thoughts and feelings during your experience?
What stuck out to you about this experience?
58
What human stories did you hear? Describe a human experience you learned about.
What was the highlight of this experience and why?
What was challenging? Please explain.
What did you learn about yourself and others through this experience?
Connect your learning from this experiences to other experiences you have had. What patterns are you observing?
Examine your experiences against concepts you’re learning in your other classes, either
Honors or other. Define your key concepts.
Reflect on your experiences and developing competency using the appropriate Competency rubric. How have you developed throughout the experience. Give examples.
b) Action Plan. How will you take your learning experience to the next level when you come
home? In this assignment, set goals for yourself for experiences and learning for the upcoming months. What will you do purposefully to seize learning opportunities to continue growing personally and professionally? How will you seek out opportunities to get out of your comfort zone? Be intentional about your plan to gain a wide range of experiences in areas that you continue to grow in. You may use a template for your action plan (there are many available online) to structure your plan of action, indicating activities, timeline, goals, assessment of achievement of goals, etc.
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Appendix J: 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 K: Personal Learning Plan Template
Identify the Goal - Be specific and positive. Make it achievable but challenging.
Timeframe - Set a timeframe for the goal
Demonstration - How will you demonstrate the achievement of this goal in your eFolio?
Leadership Goals 1)
2)
Courses
Co-Curricular Activities
Opportunities outside of MSU
Research Goals 1)
2)
Courses
Co-Curricular Activities
Opportunities outside of MSU
Global Citizenship Goals 1)
2)
Courses
Co-Curricular Activities
Opportunities outside of MSU
Goals within your major 1)
2)
Other Personal Goals 1)
2)
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Appendix L: Electronic Portfolio Evaluation Form
Last Name: First Name:
Year:
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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VI. GLOBAL CITIZENSHIP COMPETENCY RUBRIC LEVEL LANGUAGE: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 CULTURE: LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 CURRENT PERFORMANCE: SUGGESTIONS FOR FUTURE:
VII. GLOBAL CITIZENSHIP COMPETENCY (REVISED) RUBRIC LEVEL SELF-AWARESS: 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 M: Honors Student Council Constitution
Constitution of the Honors Student Council
ARTICLE I. NAME
Section 1. The name of this organization shall be Honors Student Council.
ARTICLE II. PURPOSE
The purpose of this organization shall be to represent the Honors student body to the
administration, campus, and Mankato community.
a. It will foster a cohesive Honors community and provide communication among the
aforementioned groups.
b. It will work with the Learning Community Coordinators (LCC) and administration to provide
programming that enriches the theme of the Honors Program to members of this organization.
ARTICLE III.
MEMBERSHIP Section 1. Membership will be established by acceptance in the MNSU Honors Program.
a. Membership is automatic with enrollment in the program.
Section 2. This organization does not require membership fees.
a. Applicable student programming costs will be provided by the Honors Program Budget.
Section 3. The Honors Student Council will not discriminate against qualified persons regardless
of race, creed, religion, color, national origin, age, physical disability, reliance on public
assistance, sex, marital status, or any other class or group distinction as set forth by state or
federal anti-discrimination laws.
ARTICLE IV.
OFFICERS Section 1. The organization's Officers shall be:
a. Four Honors Student Council Representatives, being one from each class,
Freshman through Senior.
b. One Vice President.
c. One President.
d. One Secretary.
Section 2. The duties of each Officer shall be:
a. Representatives will work with the President, Vice President, and Secretary to
inform their class of events and represent class needs to the Council. All
representatives will be required to go to the Honors Council meeting. They
will be elected in the spring of each year.
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b. Vice President will be responsible for communicating with Honors Program
student workers and other officers to plan programming for the members of the
Honors Program. The Vice President will also collaboratively inform members
of the upcoming events via email, text message, social networking, or D2L.
c. The President’s position will be to schedule and organize meetings, maintain
communication among all parties, and ensure that the duties of the Honors
Student Council and Honors Connect are being performed. He or she will also
attend the Honors Council Committee meetings. If he/she cannot attend the
meeting, he/she must find a replacement from the other officers. The President
will further be expected to complete duties as needed by the Honors Student
Council.
d. The Secretary will be responsible for taking minutes at each meeting and will
recall the minutes from the previous meetings. Also the Secretary will work
with the President and Vice President to plan events.
Section 3. The length of term of office will be one academic year, beginning after election with a
transition period extending to the end of the current academic year for the President, Vice President
and Secretary. This transition period will not be used for the positions of student representatives.
Section 4. The method of election shall be:
a. Application with nominations also available. The nominee may choose to accept
or reject the nomination.
b. There is 2 year limit to the number of terms any one officer can serve.
Section 5. Voting.
a. Voting will be done via electronic survey throughout the week before the April
student council meeting every year, with the exception of the Representatives,
who will be elected in the fall at a regular meeting.
b. The Program Assistant will count the votes.
c. A simple majority shall be the method of selection.
d. In the event of a tie, a revote will be held with only the tied parties participating
in the revote. In the event of another tie, the tied parties will each place their
name on a simple piece of paper and one will be chosen at random by the Honors
Program Director. The person whose name appears on the piece of paper will
hold the position.
Section 6. Office Vacancies.
a. If a vacancy occurs, it shall be filled at a special meeting called for the purpose
of electing the officer. Members shall be given at least forty-eight hours notice
of this special meeting.
Section 7. Officer Eligibility.
a. Officers must be in good academic and disciplinary standing at the time of their
election and remain in good standing during their tenure in office. It is also
strongly recommended for program fluidity that all officers live in Honors
housing.
Section 8: Resignation from Office.
a. If any Officer wishes to voluntarily resign from their position, it is required that
they give 2 weeks’ notice to the Honors Program Director.
b. This vacancy shall be filled according to Section 6.
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Section 9 . Removal from Office.
a. A petition with a reason for removal, signed by at least five members shall
be submitted to the Honors Program Director in order to call for the meetings. b. Any officer who has failed to fulfill his or her responsibilities may be removed
by anonymous vote during a set of two special meetings held for this purpose
within a week of one another.
c. A notification of the date, time, and location of these meetings must be submitted
to the entire membership via email at least one week prior to the special
meetings, and all concerned members shall have the opportunity to present their
case. Proceedings in such cases shall be confidential
d. At each of the special meetings, members in attendance shall vote. Each member
can only go to one special meeting.
e. At least a combined one-half of total membership must be accounted for
between these two meetings. If not, the proceedings will end, and another call
for removal will be made, resulting in another set of meetings.
f. A member can only vote once between these two meetings. Of the members
that vote, a two-thirds vote is required to remove an officer. A vacant office shall
be filled according to Section 6.
g. These special meetings can only be held a maximum of three times, for a total
of six meetings for the officer in question.
ARTICLE VII.
FINANCES Section 1. Finances will be determined with the assistance of the Honors Administrative Council
at a later date.
ARTICLE VIII.
READING OF THE CONSTITUTION Section 1. The constitution will be available in the Honors Student Handbook, which will be on
the Honors Program webpage.
Section 2. The constitution will also be available per request in paper copy in order to conserve
resources.
ARTICLE IX.
ADVISOR Section 1. The advisor of the Honors Student Council will be the Honors Program Director.
Section 2. The advisor’s duties shall be:
a. To receive communication from the Student Council and provide
administrative direction and general advice for the members at large.
ARTICLE X.
METHOD OF AMENDMENT Section 1. This constitution can be amended at an Honors Student Council meeting.
a. A petition of at least five members can be submitted to the Honors Program
Director to make amendments.
b. Of the members in attendance, a majority vote will result in amendment of the
constitution.
c. Moreover, the constitution must be reviewed and/or amended at the end of each
academic year.
d. There is no limit to the number of amendment meetings that may be called per
amendment in question.
