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 in the Fall?

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

Are Retroactive Contracts Still Accepted?

Are Departments Being “Forced” to Create Honors Courses?

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

Will an Honors Section Have a Reduced Enrollment Cap?

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?

What is the Honors Club?

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 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 includes 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.

  • Offering Honors courses that will meet the six areas of IGETC.

  • Supporting a budget to encourage student participation at state, national, and international Honors conferences which will bring greater recognition to the program, as well as increase scholarship opportunities for 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.  

  • 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.

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

  • Requiring that Honors students complete between 20 to 25 percent of their overall coursework as Honors-based.  

  • 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.

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 47 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”) 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:
  1. “Priority admission consideration” when being reviewed for one of UCLA’s College of Letters and Science majors. This means that these students can possibly be admitted with a slightly lower GPA than non-TAP students.

  2. TAP students can list an alternate major (which must be listed on the UCLA application and the TAP Certification form) as long as it is not one of the most highly selective majors as listed in the UCLA Transfer Admission Guide at http://www.admissions.ucla.edu/prospect/adm_tr/tradms.htm

  3. NOTE: Students who apply to majors outside the College of Letters and Science may list an alternative major within the College of Letters and Science.

  4. TAP students may be admitted to the UCLA Honors program with any GPA and are not held to the new 3.75 GPA requirement.

  5. Admitted TAP students are eligible to apply for scholarships reserved for the Transfer Alliance Program.

  6. Annually, UCLA hosts a TAP/Transfer Conference, where prospective transfer students learn about UCLA’s academic opportunities and expectations through attending workshops and talking with departmental representatives from academic and campus departments.

  7. Limited privileges at UCLA’s main library. For more information, see http://www.ugeducation.ucla.edu/tap/library.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 seven 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/tag.asp 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 many benefits, which may be viewed here - http://htcca.org/directors-counselors-faculty/. For additional information concerning the Council, as well as opportunities for faculty and students, please see http://htcca.org/.

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Will Orientation Sessions be Offered in the Spring?

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 finishing requirements from the previous HITE arrangement; 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 no longer accepted.

 

Are Departments Being “Forced” to Create Honors Courses?

No, departments do not have to create Honor courses. The Honors Steering Committee only requests that departments consider the benefits of the Honors Program, as well as Honors courses. The goal of the program is to eventually offer a wide array of courses representing a multitude of disciplines. If a department would like to develop an Honors course(s), it is important that it be UC/CSU transferable, with a consistently high enrollments, as well as meets an academic need or demand among students. It is best to also develop courses where multiple sections are offered. Our goal is to offer Honors classes in IGETC category:

  • Area 1: English Communication

  • Area 2: Mathematical Concepts and Quantitative Reasoning

  • Area 3: Art and Humanities

  • Area 4: Social and Behavioral Sciences

  • Area 5: Physical and Biological Sciences

  • Area 6: Language Other Than English (UC Requirement only)

 

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

According to the National Collegiate Honors Council (NCHC), no one model of an Honors Program can meet the needs of all colleges and universities. However, as the NCHC suggests, there are characteristics that can promote the success of a program, including the following points:

  1. A fully developed Honors program should be carefully set up to accommodate the special needs and abilities of the undergraduate students it is designed to serve. This entails identifying the targeted student population by some clearly articulated set of criteria (e.g., GPA, SAT score, a written essay). A program with open admission needs to spell out expectations for retention in the program and for satisfactory completion of program requirements.

  2. There should be an Honors curriculum featuring special courses, seminars, colloquia, and independent study established in harmony with the mission statement and in response to the needs of the program.

  3. The program requirements themselves should include a substantial portion of the participants’ undergraduate work, usually in the vicinity of 20% to 25% of their total course work and certainly no less than 15%.

  4. The program should be so formulated that it relates effectively both to all the college work for the degree (e.g., by satisfying general education requirements) and to the area of concentration, departmental specialization, pre-professional or professional training.

  5. The program should be both visible and highly reputed throughout the institution so that it is perceived as providing standards and models of excellence for students and faculty across the campus.

  6. Faculty participating in the program should be fully identified with the aims of the program. They should be carefully selected on the basis of exceptional teaching skills and the ability to provide intellectual leadership to able students.

  7. The program should occupy suitable quarters constituting an Honors center with such facilities as an Honors library, lounge, reading rooms, personal computers and other appropriate decor.

  8. The director or other administrative officer charged with administering the program should work in close collaboration with a committee or council of faculty members representing the colleges and/or departments served by the program.

  9. The program should have in place a committee of Honors students to serve as liaison with the Honors faculty committee or council who must keep them fully informed on the program and elicit their cooperation in evaluation and development. This student group should enjoy as much autonomy as possible conducting the business of the committee in representing the needs and concerns of all Honors students to the administration, and it should also be included in governance, serving on the advisory/policy committee as well as constituting the group that governs the student association.

  10. There should be provisions for special academic counseling of Honors students by uniquely qualified faculty and/or staff personnel.

  11. The Honors program, in distinguishing itself from the rest of the institution, serves as a kind of laboratory within which faculty can try things they have always wanted to try but for which they could find no suitable outlet. When such efforts are demonstrated to be successful, they may well become institutionalized thereby raising the general level of education within the college or university for all students. In this connection, the Honors curriculum should serve as a prototype for things that can work campus-wide in the future.

  12. The fully developed Honors program must be open to continuous and critical review and be prepared to change in order to maintain its distinctive position of offering distinguished education to the best students in the institution.

  13. A fully developed program will emphasize the participatory nature of the Honors educational process by adopting such measures as offering opportunities for students to participate in regional and national conferences, Honors semesters, international programs, community service, and other types of experiential education.

  14. Fully developed two-year and four-year Honors programs will have articulation agreements by which Honors graduates from two-year colleges are accepted into four-year Honors programs when they meet previously agreed-upon requirements.

  15. A fully developed program will provide priority enrollment for honors students who are active in the program in recognition of their unique class scheduling needs. {March, 2004; November, 2007}

(Approved by the NCHC Executive Committee on March 4, 1994, and amended by the NCHC Board of Directors on November 23, 2007)

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

In addition, the Honors Transfer Council of California (HTCC) suggests addressing two important criteria when developing honors courses, including that:

  1. Course descriptions of all honor courses must specifically state that the course covers topics above and beyond the level of the non-honors courses.

  2. Honor courses, in theory, should incorporate at least one additional assignment specifically related to the topic of study. Assignments must be separate, above and beyond the assignments of non-honors courses and may include but not be limited to research papers, field trips, presentations, homework assignments, etc.

(See http://htcca.org/)

 

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 WebCMS. 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

  • Business 211H: Business Law

  • Chemistry 151H: Introductory 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 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

  • 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 110: Art History: Ancient and Medieval

  • Art 111: Art History: Renaissance to Modern

  • Art 115: Art History: Impressionism to Present

  • Art 205: Landmarks of Art

  • Geography 102: Cultural Geography

  • Geography 101L: Physical Geography Lab

  • Geology 100: Physical Geology Lab

  • Humanities 100: Comparative Studies in the Humanities

  • Music 105: Music Appreciation

  • Philosophy 101: Introduction to Philosophy

  • Philosophy 210: Introduction to Ethics

  • Political Science 210: Model United Nations (Proposed by Department)

  • 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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Will an Honors Section Have a Reduced Enrollment Cap?

The additional work required from the students in an Honors section increases faculty time not only in preparation, but also in grading. Most Honors Programs at other community colleges consulted by the Honors Steering Committee provide faculty with either an extra TLU of compensation; or, in other cases, enrollment caps are established. It is our hope that the College will support reduced enrollments; however, this is issue will require COCFA negotiation. 

 

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 310. 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), 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 (AGS)

Tammy Mahan - tammy.mahan@canyons.edu
Dr. Mehgen Andrade - mehgen.andrade@canyons.edu
 
Phi Theta Kappa (PTK)
www.canyons.edu/Offices/Honors/phitheta.asp
Dr. Miriam Golbert - miriam.golbert@canyons.edu
 
Psi Beta
www.canyons.edu/department/PSYCH/psychclub.htm
Dr. Deanna Riveira - deanna.riveira@canyons.edu
 
Gamma Beta Phi
www.canyons.edu/offices/SL/gamma.asp
Dr. Anne Marenco - anne.marenco@canyons.edu
 
Alpha Mu Gamma
www.canyons.edu/department/SPANISH/honso.htm
 
Sigma Kappa Delta
www.canyons.edu/departments/english
Denee Pescarmona - denee.pescarmona@canyons.edu


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What is the Honors Club?

The Honors Club replaces the former HITE Club and has been re-chartered, as well as restructured to meet the interests of students.  A student can be an Honor student if accepted to the COC Honors Program, and also become an Honors Club member. This club is a College of the Canyons club (not an Honors society) but it interacts with both the Phi Theta Kappa and Alpha Gamma Sigma Honor Societies very closely, participating in many events together. In fact, many Honor students are members of all three (Honors Club, Phi Theta Kappa, and Alpha Gamma Sigma). For more information, please contact Faculty Advisor Lisa Malley at lisa.malley@canyons.edu

 

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 Honor Societies (Phi Theta Kappa, Alpha Gamma Sigma, Psi Beta, Gamma Beta Phi, and Alpha Mu Gamma) and other campus clubs (e.g., Honors Club). 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.

 

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 lecture series comprising the talents of COC faculty. The theme would address the yearly topic posed by PTK, and would also assist students in submitting essays to the PTK national essay competition.

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

  • Encourage membership in AGS and PTK, as well as the Honors Club.

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

  • Provide information in Opening Day packets, as well as during the New Adjunct Orientation presentation.

  • Encourage discussion of COC at Department Retreats.

  • Place informational posters in all classrooms.

  • Purchase a COC Honors banner 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.

  • Organize 2010 AGS state-wide Honors Conference at COC.

  • 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, hat 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.

  • Connect with the Hart District to determine whether any campuses have Honors Program; and, if so, plan to create an alliance between the two Districts and their Honors Programs.

  • Celebrate student work by recognizing and honoring the proposed annual student journal, which could translate into the Scholar’s Publication party. Editions could be sold for a donation.

 

How Can I join the COC Honors Steering Committee?

The Honors Steering Committee meets every two weeks; and, depending on planned activities, including the Annual Honors Banquet, it will meet weekly during parts of the spring semester. Students and faculty are welcome to join the committee. Meetings are generally held on alternate Wednesdays from 4:00-5:30 p.m. in Hasley 230. 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 patricia.robinson@canyons.edu or visit SECO 308. Ms. Sandra Hernandez can also assist you in SECO 311.