COC Honors

 
 
 
 
 

COC Honors Program Frequently Asked Questions

 
 
 

 

Why Support an Honors Program?

What Are the Benefits In Becoming an Honors Student?

How Does COC Honors Differ from HITE?

Is There a Fee to Join COC Honors?

Does COC Honors Have a Webpage?

What Is the Primary Purpose and Goal of the COC Honors Program?

What Is the Mission Statement of the Honors Program?

What Is the Vision Statement of the Honors Program?

What Is the UCLA TAP Agreement and How Does It Benefit Students?

How Does the Transfer Alliance Program (TAP) Differ from Transfer Admission Guarantee (TAG) Programs?

Are Additional Benefits Available to Honors Students Transferring to Other 4-Year Colleges and Universities?

Will Orientation Sessions be Offered This Semester?

Are Project-Based Contracts Still Accepted as Part of the Honors Program?

Are Retroactive Contracts Still Accepted?

What Constitutes an Honors Program, as Well as an Honors Course?

When Creating an Honors Course, How Does the Honors Curriculum Proposal Differ from an Existing Non-Honors Curriculum Proposal?

What are the Current and Potential Course Offerings

What Are the Requirements to Join and Graduate from COC Honors?

What is the COC Honors Application Process?

Can Honors Credit from Another College Transfer to COC Honors?

What is the Relationship between COC Honors and Other Honor Societies on Campus?

Does COC Honors Require Service Credits or Community Service Hours?

What is the Annual Honors Banquet?

Will Honor Students Wear Honors Regalia at Commencement?

What Are Some of the Proposed Ideas for the Honors Program?

How Can I join the COC Honors Steering Committee?

Questions?

 

 

Why Support an Honors Program?

The High Intensity Transfer Enrichment (HITE) Club, which began in the 1980s  was the College’s first attempt to create an Honors program. It served College of the Canyons well for many years; however, HITE has transitioned into COC Honors. The major benefit of establishing a formal Honors program is that such a program increases the validity and credibility of an Honors program at COC. It provides the foundation of a true honors model and enhances the College’s arrangement with the UCLA TAP Agreement and provides greater legitimacy to our transfer process. Changing our existing program from a “contract-based” to “course-based” model falls in line with the majority of Honors Programs among California community colleges. In addition, as previously stated, most 4-year colleges are recognizing Honors classes rather than Honors contracts (or projects). Another important factor is that many 4-year colleges will transition transfer Honors students who have taken Honors courses into their own Honors programs. This program will provide an academically enriched learning environment consisting of smaller classes and to provide a cadre of students, who will engage in creative and challenging coursework, enrichment activities, scholarship, and research opportunities, and community service events. It will also create an intellectually stimulating atmosphere for academically motivated students by emphasizing critical thinking, reading, writing, and research skills.

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What Are the Benefits In Becoming an Honors Student?

Becoming an Honors student provides students with a competitive edge when seeking admittance into a 4-year college or university. As college entrance requirements become more stringent and, as admission numbers dwindle, it is imperative for transfer students to maximize their chances of acceptance. Fulfilling the requirements of the COC Honors Program will demonstrate one’s academic motivation and dedication to potential colleges. In addition, students who wish to transfer to UCLA as majors in the College of Letters and Science are eligible for the Transfer Alliance Program (TAP) certification, which can assist students who are seeking admission. Additional opportunities are also available at other campuses, as discussed below. Besides the academic advantage, COC Honors stresses the camaraderie and achievements of academically motivated students. Student accomplishments will be highlighted through various means, as the program grows. In addition, Honors students will enjoy opportunities to participate in academic enrichment activities, including guest lectures, performances, field trips, etc.

 

How Does COC Honors Differ from HITE?

HITE existed as a student club and was housed in Student Services. The transition from HITE to COC Honors in 2009 included moving the club to an academic program under the leadership of the Office of Instruction. In addition, COC Honors is based on courses, not projects. Honors courses have been approved by the Curriculum Committee and have met the criteria needed to expand the reading, writing, critical thinking, and research skills required to succeed with an honors curriculum. Rather than designating a student’s transcript with an “H” located after a HITE related course, Honors courses will be identified by title. For example, Sociology 101H will read Introduction to Sociology—Honors on transcripts, as well as in schedule and catalog descriptions. In addition, COC Honors requires neither an application fee nor reactivation charge.

 

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Is There a Fee to Join COC Honors?

No.

 

Does COC Honors Have a Webpage?

Yes, please refer to the COC Honors homepage at www.canyons.edu/Offices/Honors/ or contact program representatives at honors@canyons.edu or Dr. Patty Robinson at patty.robinson@canyons.edu

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What Is the Primary Purpose and Goal of the COC Honors Program?

The creation of a formal Honors Program at COC was greatly needed; and, with its implementation, students and faculty are benefiting greatly. More important, however, the program is creating a greater presence on campus and in the community, as well as among California community colleges and transfer institutions. In fact, most 4-year colleges and universities are focusing on Honors programs, not projects. This is especially true of the UCs, like UCLA. Overall, COC Honors is not only creating an academically enriched course curriculum, but it is also allowing for the exploration of learning communities, learning blocks based on thematic areas, as well as a variety of other innovative and creative curricular activities--not to mention the various kinds of extra-curricular enrichment activities that are being organized by Honors students and experienced by Honors and non-Honors students alike. The purpose of creating an Honors program is multifaceted, its potential outcomes varied, and its benefits many. Examples of how the Honors program is enhancing students, faculty, and College include:

  • Providing an academically enriched learning environment to a cadre of students, consisting of creative and challenging coursework, enrichment activities, scholarship opportunities, and community service events.

  • Creating an intellectually stimulating atmosphere for academically motivated students by emphasizing critical thinking, reading, writing, and research skills.

  • Encouraging greater depth and breadth of subject matter, as well as a more intensive review of subject matter and discipline.

  • Promoting student scholarship and involvement among state, national, and international honor societies, as well as participating in related competitions.

  • Developing an Honors group, consisting of all students enrolled in COC Honors, not just members of AGS or PTK; and, encouraging membership in the Honors Club.

  • Including an Honors curricula consisting of a variety of GE transferable classes that will attract a wide array of potential Honors students.

  • Reporting activities of the Honors program to both the Office of Instruction and Student Services. The Office of Instruction will know of curriculum development and enrichment activities, while Student Services will keep abreast of counseling and advising needs as related to the review of transcripts, TAP agreements, and club memberships (e.g., AGS, PTK, and the Honors Club).

  • Joining state and national honors organizations to provide greater recognition and credibility of COC’s Honors Program, including membership in the Honors Transfer Council of California (see http://htcca.org/), Western Regional Honors Council (see http://www.wrhc.nau.edu/) and National Collegiate Honors Council (see http://nchchonors.org/).

  • Providing membership benefits to students, faculty, and college.

  • Fostering campus-wide institutional support.

  • Organizing Honors Orientation meetings at the beginning of each semester to inform students of the benefits of joining COC Honors.

  • Assisting Honors students directly by identifying key Honors staff, including coordinator, counselor(s), A&R personnel, faculty club advisor(s), and faculty advisor(s).

  • Developing a specific Honors curriculum across disciplines which will be designated by an “H” suffix (e.g., Sociology 101H). More specifically, providing Honors courses that will meet the six major subject areas of IGETC.

  • Requiring that Honors students complete between 20 to 25 percent of their overall coursework as Honors-based. (e.g., 15 units out of 60 units needed for transfer)

  • Creating a visible Honors Program on campus.

  • Facilitating the assistance, guidance, and advice of the Honors Steering Committee, as well as establishing a “core” group of Honors faculty.

  • Encouraging and supporting innovative and creative teaching methods for faculty, as well as promoting experiential learning through guest lectures, fieldtrips, Honors conferences, educational travel, and Service-Learning.

  • Developing professional development opportunities for faculty interested in working with the Honors program.

  • Promoting cross- and inter-disciplinary collaborations among faculty who teach Honors courses.

  • Creating opportunities for Honors students to assist College Skills’ students by offering tutorial assistance or creating an Academic Pals Program, which would stress academic guidance as well as student-student mentorships. (Suggested)

  • Promoting Service-Learning through the integration of community service oriented projects in a variety of Honors courses.

  • Creating a visible Honors program on campus.

  • Facilitating the assistance, guidance, and advice of the Honors Steering Committee, as well as establishing a “core” group of Honors faculty.

  • Encouraging and supporting innovative and creative teaching methods for faculty, as well as promoting experiential learning through guest lectures, fieldtrips, Honors conferences, educational travel, and Service-Learning.

  • Promoting cross- and inter-disciplinary collaborations among faculty who teach Honors courses.

In addition, College of the Canyons is creating an Honors program to meet the criteria established by the National Collegiate Honors Program (NCHP), which specifies the characteristics of an Honors Institution, as well as Honors Program. In addition, please note that CSUN is currently developing GE Honors courses, as well as an Honors College.

 

What Is the Mission Statement of the Honors Program?

The Honors Program at College of the Canyons offers an enriched curriculum to students with a strong academic record in order to increase their chances for successful transfer to competitive four-year institutions. Through seminar-style classes, special projects, and community activities, the program provides opportunities for critical thinking, extensive writing, and in-depth learning in a wide variety of transferable general education courses.

 

What Is the Vision Statement of the Honors Program?

The Honors Program at College of the Canyons is dedicated to providing a dynamic, enriched educational curriculum for academically motivated students that emphasizes scholastic excellence, strives for innovation in teaching and learning, and fosters the growth of individuals who are imaginative, dedicated, and excited about their short- and long-term academic goals.

 

 

What Is the UCLA TAP Agreement and How Does It Benefit Students?

The Transfer Alliance Program (TAP) is over 20 years old. TAP comprises partnerships with over 50 member California Community Colleges which have Honors Programs that qualify their students to receive “priority admission consideration” each year to majors within UCLA’s College of Letters and Science. Students who successfully complete COC Honors Program requirements are “certified” by COC.  In order to be TAP certified, a student must complete 15 units of Honors coursework with a  UC GPA of 3.5 or better (with no Honors course grade lower than a “B” preferbly) by the Fall semester prior to transfer and be UC eligible to transfer no later than the spring prior to transfer. Students receive the following benefits (the program is completely defined on their website at http://www.admissions.ucla.edu/prospect/adm_tr/adm_cco/tap.htm:

 

 

How Does the Transfer Alliance Program (TAP) Differ from Transfer Admission Guarantee (TAG) Programs?

TAP is affiliated with UCLA only and is associated with community college Honors programs. TAP offers “priority admission consideration” to UCLA’s College of Letters and Science majors which means that TAP students MAY be selected with a somewhat lower GPA than non-TAP students. It is NOT a guaranteed admission program. Transfer Admission Guarantees (TAGS) are offered by six UC campuses. TAGS are available to ANY COC student meeting specific campus admission qualifications. For more information on TAGS, see http://www.canyons.edu/Offices/transfercenter/Pages/Transfer-Admission-Guarantees.aspx or contact the Transfer Center for more assistance. In contrast to TAP, TAGS provide actual “guarantees” of admission to qualified students.

 

Are Additional Benefits Available to Honors Students Transferring to Other 4-Year Colleges and Universities?

As a member of the Honors Transfer Council of California (HTCC), College of the Canyons is able to offer students enrolled in the Honors program additional, please see http://htcca.org/.

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Will Orientation Sessions be Offered Each Semester?

Yes, Orientation Meetings dates are posted on the COC Honors homepage at www.canyons.edu/Offices/Honors.

 

Are Project-Based Contracts Still Accepted as Part of the Honors Program?

Beginning Fall Semester 2010, contracts have been approved on a case-by-case basis only.  It is hoped that new students will begin taking honors courses and complete the needed 15 units required for the Honors program; however, in some cases, exceptions will exist, since some students may be seeking honors courses in disciplines that do not yet have classes available; transferring into COC with existing coursework; or, applying to a 4-year college or university and seeks to complete all coursework within three semesters.   As previously mentioned, it will be necessary to evaluate many of these situations individually.

 

Are Retroactive Contracts Still Accepted?

No, retroactive projects are not accepted.

 

 

What Constitutes an Honors Program, as Well as an Honors Course?

  1. The honors program offers carefully designed educational experiences that meet the needs and abilities of the undergraduate students it serves. A clearly articulated set of admission criteria (e.g., GPA, SAT score, a written essay, satisfactory progress, etc.) identifies the targeted student population served by the honors program. The program clearly specifies the requirements needed for retention and satisfactory completion.
  2. The program has a clear mandate from the institution’s administration in the form of a mission statement or charter document that includes the objectives and responsibilities of honors and defines the place of honors in the administrative and academic structure of the institution. The statement ensures the permanence and stability of honors by guaranteeing that adequate infrastructure resources, including an appropriate budget as well as appropriate faculty, staff, and administrative support when necessary, are allocated to honors so that the program avoids dependence on the good will and energy of particular faculty members or administrators for survival. In other words, the program is fully institutionalized (like comparable units on campus) so that it can build a lasting tradition of excellence.
  3. The honors director reports to the chief academic officer of the institution.
  4. The honors curriculum, established in harmony with the mission statement, meets the needs of the students in the program and features special courses, seminars, colloquia, experiential learning opportunities, undergraduate research opportunities, or other independent-study options.
  5. The program requirements constitute a substantial portion of the participants’ undergraduate work, typically 20% to 25% of the total course work and certainly no less than 15%.
  6. The curriculum of the program is designed so that honors requirements can, when appropriate, also satisfy general education requirements, major or disciplinary requirements, and preprofessional or professional training requirements.
  7. The program provides a locus of visible and highly reputed standards and models of excellence for students and faculty across the campus.
  8. The criteria for selection of honors faculty include exceptional teaching skills, the ability to provide intellectual leadership and mentoring for able students, and support for the mission of honors education.
  9. The program is located in suitable, preferably prominent, quarters on campus that provide both access for the students and a focal point for honors activity. Those accommodations include space for honors administrative, faculty, and support staff functions as appropriate. They may include space for an honors lounge, library, reading rooms, and computer facilities. If the honors program has a significant residential component, the honors housing and residential life functions are designed to meet the academic and social needs of honors students.
  10. The program has a standing committee or council of faculty members that works with the director or other administrative officer and is involved in honors curriculum, governance, policy, development, and evaluation deliberations. The composition of that group represents the colleges and/or departments served by the program and also elicits support for the program from across the campus.
  11. Honors students are assured a voice in the governance and direction of the honors program. This can be achieved through a student committee that conducts its business with as much autonomy as possible but works in collaboration with the administration and faculty to maintain excellence in the program. Honors students are included in governance, serving on the advisory/policy committee as well as constituting the group that governs the student association.
  12. Honors students receive honors-related academic advising from qualified faculty and/or staff.
  13. The program serves as a laboratory within which faculty feel welcome to experiment with new subjects, approaches, and pedagogies. When proven successful, such efforts in curriculum and pedagogical development can serve as prototypes for initiatives that can become institutionalized across the campus.
  14. The program regularly assesses and evaluates program goals and learning outcomes as articulated in the National Collegiate Honors Council’s definition of honors education and modes of honors learning, and as appropriate to the institution’s culture and mission.
  15. The program emphasizes active learning and participatory education by offering opportunities for students to participate in regional and national conferences, Honors Semesters, international programs, community service, internships, undergraduate research, and other types of experiential education.
  16. When appropriate, two-year and four-year programs have articulation agreements by which honors graduates from two-year programs who meet previously agreed-upon requirements are accepted into four-year honors programs.
  17. The program provides priority enrollment for active honors students in recognition of scheduling difficulties caused by the need to satisfy both honors and major program(s) requirements.
Approved by the NCHC Executive Committee on March 4, 1994; amended by the NCHC Board of Directors on November 23, 2007; further amended by the NCHC Board of Directors on February 19, 2010; further amended by the NCHC Board of Directors on June 19, 2014
 

(See http://htcca.org/ for complete reference.)

 

 

When Creating an Honors Course, How Does the Honors Curriculum Proposal Differ from an Existing Non-Honors Curriculum Proposal?

The author of the Honors course needs to first create an individual course proposal in CurricUNET. However, one needs only to modify the existing course outline for the original proposal.  Although an Honors course is separate from a non-Honors course, for example, Political Science 150 exists as a non-Honors section, while Political Science 150H exists as an Honors section, the descriptions, content, and learning objectives are relatively the same. The primary difference is found within the methods of evaluation section. Hence, an Honors course should emphasize a greater variety of assignments, as well as possible reading selections. In addition, Honors courses should emphasize greater writing, as well as inquiry-based research that requires in-depth critical thinking skills. In general, both outlines are virtually the same, expect for this one section.

 

Current and Proposed Course Offerings

At the present time, the courses listed below have either been approved by the Curriculum Committee and ready to offer as Honors sections; or, they are in the process of being articulated. These courses include:

  • Anthropology 101H: Physical Anthropology

  • Anthropology 103H: Cultural Anthropology

  • Biology 100H: General Biology

  • Biology 107H: Molecular and Cellular Biology 

  • BUS 100H: Introduction to Business

  • Chemistry 151H: Introductory Chemistry

  • Chemistry 2018: General Chemistry

  • Communication Studies 105H: Fundamentals in Public Speaking

  • Economics 170H/History 170H: Economic History of the U.S.

  • Economics 201H: Macroeconomics

  • Economics 202H: Macroeconomics

  • English 101A: Honors English Composition

  • English 102H: Intermediate Composition, Literature and Critical Thinking

  • Geography 101H: Physical Geography

  • History 101H: History of Western Civilization: Pre-Industrial West

  • History 111H: U.S. History I

  • History 112H: U.S. History II

  • History 120H: History of Women’s Role in U.S. History

  • Math 140H: Introductory Statistics

  • Philosophy 101H: Introduction to Philosophy

  • Political Science 150H: Introduction to American Government and Politics

  • Psychology 101H: Introduction to Psychology

  • Psychology 172H: Developmental Psychology

  • Sociology 101H: Introduction to Sociology

  • Sociology 103H: Intimate Relationships and Families

  • Sociology 200H: Introduction to Women’s Studies

Additional classes that would meet IGETC requirements, as well as address student demand, are listed below. As part of the process to build the Honors Program, Department Chairs and Division Deans from the following areas are encouraged to discuss the visibility of creating honors offerings from the following:  

  • Art 205: Landmarks of Art

  • Music 105: Music Appreciation

  • Spanish 101: Elementary Spanish I

As the number of Honors courses increases, the program will consider creating thematic Honors clusters or blocks of courses arranged around a specific theme or discipline; and, learning communities will be developed. In other words, classes could be paired by combining two disciplines together, yet remain focused on a particular topic or issue. Suggestions on how to construct an Honors class are available through our own Curriculum Committee; existing Honors classes can also provide valuable models, as well as reviewing existing Honors classes. In addition, the National Collegiate Honors Council (NCHC) provides an informative website (http://www.nchchonors.org/) which addresses many of the questions involved in writing, implementing, and instructing an Honors course.

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What Are the Requirements to Join and Graduate from COC Honors?

Students must complete a formal application process and meet the following eligibility requirements to join COC Honors:

  1. Completed a minimum of 12  UC/CSU transferable college units with a 3.25 GPA or higher
    OR
    If coming from High School or having fewer than 12 UC/CSU college units, must have a 3.5 or higher GPA
     

  2. Be eligible to take English 101 or have completed English 101 or English 101H (or the equivalent college course) with a grade of “A” or “B”.
     

  3. Complete a personal statement indicating what the student hopes to gain from the Honors Program as well as what they believe they can contribute to it.

To graduate from COC Honors, a student must:

  1. Maintain a 3.5 or higher UC/CSU GPA at the time of graduation.
     

  2. Remain enrolled in COC Honors for at least two semesters, especially if requesting TAP Certification.
     

  3. Complete 15 units of Honors classes (e.g., designated as “Honors”) with a “B” or higher by the time of graduation. 

 

What is the COC Honors Application Process?

Once you complete the application, as well as attach a copy of your unofficial transcripts and personal statement, please return your packet to Dr. Patty Robinson in SECO Hall 308. Your application will be forwarded to the Honors Counselor for review. Once accepted, you will receive notification from Dr. Robinson. If you are not accepted, she will ask that you meet directly with her to discuss your individual situation and determine how to enhance your ability to join the program.  

Application.pdf


 

Can Honors Credit from Another College Transfer to COC Honors?

Yes, the program allows the student to “transfer” those units to the COC Honors Program for a maximum of TWO courses (not units).


 

What is the Relationship between COC Honors and Other Honor Societies on Campus?

Students enrolled in the Honors Program are encouraged to join the various Honor societies that exist on campus.  At the same time, a student that is a member of the program can also be eligible (depending on GPA) to join one or all of the following societies: Alpha Gamma Sigma (the two-year college California Honors Society), Phi Theta Kappa (the two-year college International Honors Society), Psi Beta (the two-year college Psychology Honors Society), Gamma Mu (the college Foreign Language Honor Society), Honors Club, Phi rho PI, Sigma Chi Eta, Sigma Delta Mu and Gamma Beta Phi (Honor and Service Society). Each Honor society develops student leadership skills, as well as provides hands-on community service experience. For more information, please contact:

 

Alpha Gamma Sigma
Alpha Gamma Sigma (AGS) is an academic Honor Society and service organization recognizing the academic achievements of students from California community colleges. Students with a 3.25 GPA or higher are eligible to join COC’s local chapter of AGS. The goal of the Honor Society is to foster, promote, and recognize outstanding scholarship, as well as to encourage and provide opportunities for participation in community service activities. Scholarships are available through the state organization.
 
 
 
 
Alpha Mu Gamma
Alpha Mu Gamma is the National Collegiate Foreign Language Honor Society. Its primary purpose is to honor students for outstanding achievement and excellence during their first years of foreign-language study in college. More than three hundred chapters have been granted to state and private universities. At College of the Canyons, our chapter is Kappa XI. Eligibility requirements include: Two final course grades of "A" in two college level courses (each at least 3 semester units) of the same foreign language or American Sign Language (ASL). A candidate who is a native of non- English speaking country, may offer two final course grades of "A" in college level English or ESL. A GPA of 3 or higher in college level work. Members receive national distinction and notation on school transcripts, an official certificate and a gold pin. Members are eligible to apply for scholarships for foreign language study.
 
 
Dr. Claudia Acosta, claudia.acosta@canyons.edu
 
 
The COC Honors Club
The Honors Club works to promote the Honors Program through various activities involving community service, leadership, and academic scholarship. The club’s goal is to enrich the lives of members through professional collegiality while paving the way for future college success. Membership requirements include maintaining a 3.25 GPA or higher while attending College of the Canyons. If a student is currently attending COC while still enrolled in high school or has recently graduated from high school, a GPA of 3.5 or above is required for membership.
 
 
 
 
Gamma Beta Phi Honor Society
Gamma Beta Phi Honor Society is an honor and service organization for students of any major. The three major objectives of Gamma Beta Phi are to recognize and encourage individual excellence in education; promote the development of leadership ability and character in its members; and foster, disseminate, and improve education through appropriate service projects.
 
 
 
Phi Theta Kappa
Phi Theta Kappa, the international community college Honor Society, recognizes and encourages scholarship among two-year college students, as well as fosters leadership, service, fellowship, and academic excellence in an academically-enriched environment. Membership requirements include at least 12 units of completed coursework applicable to an associate Degree (part-time students are also eligible) and demonstrate a 3.5 GPA or higher.
 
 
Dr. Miriam Golbert, miriam.golbert@canyons.edu
 
 
Psi Beta
Psi Beta is the national honor society in psychology for community and junior colleges. Psi Beta is committed to the development of psychology students through promotion and recognition of excellence in scholarship, leadership, research, and community service. Eligibility requirements include completion of at least one psychology class, have an overall 3.25 GPA, and have at least a B average in all psychology classes.
 
 
Dr. Deanna Riveira, deanna.riveira@canyons.edu
 
 
Phi Rho Pi
Phi Rho Pi is a national organization committed to increasing knowledge and appreciation of the forensics arts at the community college level. It has the distinct honor of being one of the oldest forensics organizations in the United States. Phi Rho Pi’s purpose is to promote forensics programs at community colleges and to foster the growth, development, and participation of forensics. In addition, Phi Rho Pi promotes educational services, organizes national conventions and tournaments, maintains national honorary society status, and facilitates competitive forensic activities, as well as academic, professional, and leadership activities for members.
 
 
 
 
Sigma Chi Eta Honor Society
The mission of the Sigma Chi Eta Honor Society is to recognize, promote, and reward excellent scholastic achievement in Communication Studies; to foster interest in and provide opportunities for exchange of ideas in the field of communication; and to explore the field for options for four-year transfer students or those entering the workforce.
 
 
Victoria Leonard—victoria.leonard@canyons.edu
 
 
Sigma Delta Mu
Sigma Delta Mu is the National Honor Society for Hispanic Studies. At College of the Canyons, our chapter is Iota Chapter of California. The society is committed in honoring those who seek and attain excellence in the study of the literature and the culture of the Spanish-speaking people and to foster friendly relations and mutual respect between the nations of Hispanic speech and those of English speech. Membership requirements include a 3.0 GPA or higher and a Spanish course with at least a B average.
 
 
Dr. Claudia Acosta, claudia.acosta@canyons.edu
 
 
Sigma Kappa Delta
Sigma Kappa Delta’s central purpose is to confer distinction upon outstanding students of the English language and literature in undergraduate studies. Sigma Kappa Delta also recognizes the accomplishments of professional writers who have contributed to the fields of language and literature. To be eligible for membership, students must have completed a minimum of one college course (excluding developmental courses) in English language or literature, have no grade lower than a B in English, have a minimum grade point average of 3.3 (on a 4.0 scale) in general scholarship, and have completed at least one semester or two quarters of college course work for a cumulative total of twelve semester hours. Students are not required to be English majors. Students who are members gain the prestige of membership in a national Honor society, can apply for scholarships and awards, may represent the local chapter at state, regional, and national conventions, and have the opportunity to associate with other Sigma Kappa Delta members on local levels and regional levels and with Sigma Kappa Delta and Sigma Tau Delta members on the national level who share their interest in literature, the English language, and fine arts.
 
 
Dr. Deanna Davis, deanna.davis@canyons.edu
 


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Does COC Honors Require Service Credits or Community Service Hours?

It is the decision of the COC Honors Steering Committee that Honor students be involved in service-learning/community volunteer events to make their experience at College of the Canyons more meaningful. Currently, these activities are available through the Honors Club, Honor Societies  and other campus clubs.  However, the COC Honors Program does not require any specific number of volunteer or community service hours.

 

What is the Annual Honors Banquet ?

The COC Honors Banquet highlights the academic achievements of our students, as well as showcases their accomplishments for faculty and family to enjoy.  Share the experience every May at the Valencia Hyatt.

 

Will Honor Students Wear Honors Regalia at Commencement?

Yes, students completing the 15-unit requirements of the Honors Program can request special regalia for the graduation ceremony, as well as purchase additional wardrobe attire representing membership in other Honor societies.

 

What Are Some of the Proposed Ideas for the Honors Program?

As COC Honors moves forward, those students, faculty, and administrators who are directly involved in the process plan to address various areas of interest, including the following:

  • Create a Student Honors Handbook, as well as a Faculty Honors Handbook.

  • Organize a series of enrichment activities, one of which would consist of an annual Speaker's Forum which would relate to a yearly theme.

  • Provide Honors Orientations for students, as well as adjunct and fulltime faculty.

  • Encourage membership in the Honors Club and all Honors Societies.

  • Publicize Honors program to incoming freshman and formulate an informal Honors cohort.

  • Provide information in during the New Adjunct Orientation presentation.

  • Encourage discussion of COC at Department Retreats.

  • Place informational posters in all classrooms.

  • Purchase COC Honors banners and display at various campus events, as well as use when working tables at campus events like SCV College and Transfer Day, etc.

  • Work with the Counseling Department, as well as with PIO to market the program. This will include creating a brochure; providing information at SCV College Day; posting information on the College website and in the schedule, as well as through campus and local SCV publications; connecting with Hart District counselors to announce changes and recruit new students via in-person visits.

  • Visit classes and introduce the Honors program to potential students, as well as post fliers around campus.

  • Revise, update, and maintain existing Honors website.

  • Recognize levels of academic accomplishment at graduation by specifying levels of achievement, including Honors Scholar (3.25-3.49 GPA), Honors Scholar with Distinction (3.5-3.79 GPA), Chancellor’s Scholar (3.80 or above).

  • Determine colors to be used to distinguish Honors students at graduation. This would include a formal recognition at graduation based on GPA and the wearing of the Honors stole, as well as Honors pin. An Honors Certificate of Achievement should also be awarded to students, as well as an embossed seal placed on degrees.

  • Encourage AGS and PTK members to wear COC Honors T-shirts while attending classes and campus events, as well as distribute “Ask Me About COC Honors” buttons.

  • Publish a bi-annual COC Honors Newsletter entitled, for example, Imprimatur (“Let it be printed”).

  • Recruit potential Honors members by generating a list of students with GPAs of 3.25 or higher through A&R and inform them of their eligibility to join COC Honors.

  • Target those students with a 3.5 GPA or higher regarding their eligibility to join PTK and send a personalized letter of invitation from the Chancellor.

  • Organize an Honors segment to the Alumni and Friends Association.

  • Create a Chancellor’s Scholar Scholarship ($1,000) to be awarded each year to an Honors transfer student, as well as an Honors Scholar Research Award ($500) to be awarded to an Honors student based on their own original research. In addition, essays or projects will be submitted for publication in the COC Honors Journal which could be entitled, for example, Carpe Diem (Seize the Day).

Additional suggestions will be added as the Honors Program develops, including:

  • Encourage, in some cases, that faculty mini-grants be written to support honorariums for Honors guest speakers from individual disciplines. Speakers could meet with students, as well as present formal lectures/presentations.

  • Organize a Scholar’s Evening to highlight the Honors Program and its students. Invite community members as well as COC faculty and administrators and offer the opportunity to make donations. With this donation, they could receive an Honors brick or stone, which could be displayed on an “Honors Wall” or located in the Honor Grove garden.

 

How Can I join the COC Honors Steering Committee?

The Honors Steering Committee meets through out the semester.  This Fall, Wednesday's meetings will be held in LTLC 133 from 4:00 PM - 5:30 PM on the following dates: September 3, 17; October 1, 15, 29; November 1, 19: and December 3.  If you would like more information, please contact Dr. Patty Robinson at either x3992 or patricia.robinson@canyons.edu.

 

Questions?

If you have any additional questions, please contact Dr. Patty Robinson at patty.robinson@canyons.edu or visit SECO 308. Ms. Sandra Hernandez can also assist you in SECO 308.