Honors Capstone Opportunities

Both the Honors Interdisciplinary Liberal Arts (HILA) major and Distinction require students to complete 6 credit capstones. For those completing the Distinction, that capstone may be done in another unit. Students pursuing other honors credential options are not required to complete a capstone, but they may nevertheless choose to complete one if desired.

While each student's path is unique, there are three major categories of Honors College Capstone to choose from. HILA majors work with their faculty mentor to determine which of the three options is most appropriate and the specific details of the capstone. Other honors students wishing to pursue one of these capstones should likewise work directly with an Honors College professor. For capstones outside the Honors College, students will need to work within the relevant department or unit and check with an Honors College advisor to make sure that the capstone’s units have been approved within our system.

Thesis

Interdisciplinary research entails the use and integration of methods and analytical frameworks from more than one academic discipline to examine a theme, issue, question, or topic. Interdisciplinary research makes use of disciplinary approaches to examine topics, but pushes beyond by taking insights from a variety of relevant disciplines, synthesizing their contribution to understanding, and then integrating these ideas into a more complete, and coherent, framework of analysis.

For example, in dealing with multi-faceted issues such as immigration, new drug development, genetically modified foods, and health care access, interdisciplinary perspectives are needed to adequately address the complexity of the problems and to forge viable responses. Interdisciplinary research requires the integration and synthesis of different perspectives rather than a simple consideration of multiple viewpoints.

Students will be expected to complete research on a question, problem, or topic of interest using more than one discipline. They will conduct a thorough search of the existing literature in relevant fields. Their treatment of the subject will include an appropriate review of that literature as it pertains to the subject.

Students may also wish to undertake a project that differs from the traditional thesis model. Such projects may consist of creative work (photographic essays, original poetry, designing and building architectural, engineering, or business models, etc.). The purpose of this approach is to dissolve the boundaries of areas of study and encourage learning across two or more disciplines.

Thesis or Project - UHON 490 & 491

The thesis or project is an interdisciplinary culmination of the diverse topics students encounter throughout their studies. This thesis may take the form of a traditional research-driven text that incorporates the methodologies or theories of multiple disciplines to present a complex topic, or it may take the form of a creative project that incorporates the methodologies, theories, or media of multiple disciplines to present a complex body of work. Over the course of three semesters, the student organizes a thesis committee and crafts a thesis proposal (optional 1 credit hour in the spring of the junior year), thoroughly researches the topic or problem (3 credit hours in the fall of the senior year), and finally writes or creates and presents the thesis (3 credit hours in the spring of the senior year).Interdisciplinary research entails the use and integration of methods and analytical frameworks from more than one academic discipline to examine a theme, issue, question, or topic. Interdisciplinary research makes use of disciplinary approaches to examine topics, but pushes beyond by taking insights from a variety of relevant disciplines, synthesizing their contribution to understanding, and then integrating these ideas into a more complete, and coherent, framework of analysis.For example, in dealing with multi-faceted issues such as immigration, new drug development, genetically modified foods, and health care access, interdisciplinary perspectives are needed to adequately address the complexity of the problems and to forge viable responses. Interdisciplinary research requires the integration and synthesis of different perspectives rather than a simple consideration of multiple viewpoints.Students will be expected to complete research on a question, problem, or topic of interest using more than one discipline. They will conduct a thorough search of the existing literature in relevant fields. Their treatment of the subject will include an appropriate review of that literature as it pertains to the subject.Students may also wish to undertake a project that differs from the traditional thesis model. Such projects may consist of creative work (photographic essays, original poetry, designing and building architectural, engineering, or business models, etc.). The purpose of this approach is to dissolve the boundaries of areas of study and encourage learning across two or more disciplines.

Senior Teaching - UHON 492 & 493

During a senior teaching capstone, students co-teach an Honors seminar alongside an Honors College faculty member. The student and faculty member work together to create or modify, propose, prepare, and then co-teach an honors seminar together. This process usually fills three consecutive semesters (an optional 1 Credit UHON 499 prior to the official UHON 492 and 493 semesters). Senior teaching is especially appropriate for students who anticipate teaching after they graduate from honors. This could include students who are going to graduate school and expect to be a teaching assistant, students who anticipate teaching in the primary or secondary education system, or students who plan to pursue a career in higher education.

Service Learning - UHON 495 & 496

During a service-learning capstone, students will work closely with their faculty mentor and a community partner to identify needs, propose a project, and execute the project. Students will document all activities as well as participate in an ongoing process of critical reflection on the project, the problem, and the communities served. Service learning is a teaching and learning method that integrates meaningful service in the community with academic learning in order to enrich the learning experience, engender personal growth, teach civic responsibility, and strengthen communities. Students engaged in a service learning capstone will expand their academic skills and knowledge, applying them to address real-life needs in communities where they work.