It's NOT Just a Comic Book!

Vol 3 No 6

Today!  Go to ComicCon and earn a point of Honors!  All you have to do is go and experience as much of ComicCon as you can, then write a 500 word reflective journal, then write a reflective essay at the end of the semester that draws from all the Honors events (or other learning experiences you have). 

For the journal, you just need to reflect on the experience you had.  You can look into and explore questions like these...

• · I am/was most excited to learn… I am/was most anxious about… 
• · The thing I am most curious or confused about is… 
• · My ideas about this event come from/are informed by… 
• · I hope to connect this to my academic/professional/personal life through… 
• · I’m interested in this topic because I want to find out… 
• · Probably the most compelling/disturbing/lingering question raised by this topic is…. 
• · Overall, the most meaningful/surprising thing I learned from this was… 
• · Identify and reflect on specific moments in which something significant occurred (a realization, an obstacle overcome, a setback encountered, etc.). 
• · What prior skills and experiences did you bring to the course/event which either helped or hindered your learning process or your participation? 
• · How did your initial preconceptions and expectations of the course or topic compare with what actually happened or what you learned? 
• · Describe your feelings and emotions about aspects of the course or event. When/about what did you feel most comfortable? Most uncomfortable? Why?

As you can see, these questions are designed to get you thinking about the event as a learning experience and as something that is worth exploring on a deeper level.  It also firmly places YOU in the event.  It challenges you to think a little bit about who you are and how you interact with the world around you.  These are the kinds of things that go through the minds of those who are passionate and curious about their learning, the world, and their place in it.

There is so much folded into the world of comics, superheros, and graphic novels that I think you just MIGHT be surprised by the depth and complexity they contain.  Go, explore, and then reflect...

If you want to earn that point of Honors, just contact me at trista.merrill@flcc.edu and I'll let you know what the prompt is for the reflective essay.  In the meantime, go forth and save the world!

For more information about ComicCon specifically - head over here.

(Un)Comfortable

Vol 3 No 2

I recently polled my Perspectives on Tolkien class and my Composition I class – both Honors – and asked them to give me one word they thought of when they thought of Honors.  Now, these classes, for the most part, are made of up two different groups of students.  Tolkien is small – just 9 students – and most of them are not new to Honors or to the college.  The other class has 19 and many of them are brand new not just to Honors, but to FLCC altogether.  All of them knew they were signing up for an Honors class, though, so they had heard SOMETHING about it prior to registration.  The Tolkien class each gave me two words because they wanted to not be limited (and I complied).  Here are the compiled words.

Amazing	Uncertainty
Homey	Stressful
Advanced	Fun
Gifted	Outlet
Home	Refreshing
Powerful	Exclusive
Curiosity (appeared twice)	Advanced
Drive	Rad
Freedom	Open-Ended
Unique	Unique
Welcoming	Learning
Terrifying	Extraordinary

Now, part of me wanted to leave a few of those words off the list – like stressful and terrifying – but I knew I couldn’t do that.  And, quite frankly, I’m not sure that I really DO want to leave them off.  They aren’t the most positive words, of course, but they aren’t necessarily as negative as they may appear.  Last year at the National Collegiate Honors Council, I heard someone say something to the effect of “Come in and make yourself uncomfortable” and that has stuck with me.  I’m also reminded of Eleanor Roosevelt’s advice to “do one thing every day that scares you.”  Being challenged and afraid and uncertain do make us terribly vulnerable…but there is something powerful in vulnerability, too.  So, yes, an Honors class may challenge you to face things that scare you – like having to participate in class or not being able to ‘hide’ in the back – but you’ve chosen to do that because you have some of those other things in the list.  You are also amazing and unique and you have a penchant for learning.  You will very quickly learn how welcoming Honors is and how much it can come to feel like home. 

I recently watched a student struggle with some of these concepts even though she was a firm believer in Honors and fully endorses all that it offers.  Folks who know Jill Bond know that she is one of the most prolific delvers into Honors, but it’s not always an easy path even for her.  As part of FLCC’s Women’s Initiative on Leadership, she read Brene Brown’s Daring Greatly:  How the Courage to be Vulnerable Transforms the Way we Live, Love, Parent, and Lead.  She was not a fan of the book at first, even going so far as to say that she “despised and rejected this entire ideology since vulnerability has never quite seemed to work out.”  The more she reflected, however, the more she realized that “Brown was right when she said vulnerability is the key to creativity and inspiration, since the more I shared my work and received feedback on it, the more motivated I was to continue working and striving towards increased skill and ability.”  In the end, she vows to “actively try to be more vulnerable since clearly it is helping in the creation of my own artistic and academic pieces.”  

This is a powerful realization and a testament to what Roosevelt encourages of us.

While I remain committed to curiosity as the cornerstone and tagline of Honors, I wonder if it has two other core concepts.  “Come in and make yourself uncomfortable” may not be the most welcoming of messages, but it is something to realize about Honors.  Being uncomfortable isn’t such a bad thing if you know that you are in a safe place in which to push yourself beyond your comfort zone.  And inviting students to be vulnerable may not encourage them to join us in Honors, but what if they come and find themselves ‘at home’ – then, perhaps, they can feel comfortable enough in their discomfort to reveal who they are and where their passions lie.  After all, our passions are close to our hearts as well as being close to our minds.

Come to Honors and share with us…you might find yourself feeling vulnerable and terrified and stressed – but, more importantly, you will feel welcomed and supported.

Come in and make yourself (un)comfortable.

Thinking Outside the Blog - Guest Blogger

Vol 2 No 31

Opportunity in life is everywhere, perhaps no more so than during your college experience.  This week's guest blog comes from Jennie Erdle, Director of Student Life and member of the Honor's Advisory Board.  Profoundly dedicated to student academic, intellectual, emotional, and social success, Jennie's office does amazing work for students.  In this guest blog, she reflects on one of those projects.  Not just a past project, but a project that continues on.  Information on how to be involved in Fall 2018 is included.

Thinking outside the Blog…

Honors Studies meets Women’s Initiative on Leadership and Curiosity Blooms

At the end of Fall 2017, Dr. Trista Merrill, Director of Honors Studies approached Jennie Erdle, Director of Student Life with an idea she was curious about. In an attempt to expand opportunities for students to gain more Honors Studies points, Dr. Merrill inquired about the Women’s Initiative on Leadership program that has been on campus for 5 years. Dr. Merrill herself has served as both a guest speaker, mentor, and part of networking sessions and was able to experience first-hand the impact this program has made on our student participants and how simple it might be to be interconnected back to their studies. You see, “Women” maybe in the title and yes, that is for sure the focus of this homegrown leadership program, but in truth this program has yielded over 480 student participants including women, men, transgender, and those students on the full gender spectrum showcasing both fluid identity and expression. For the first time in Spring 2018, this program counted towards Honors Studies Program points and within two short weeks of advertising we had four Honors Studies students participate, two of which had completed the leadership program in previous semesters.

This Fall 2018 Student Life will be kicking off their 6^th year, and the program itself has undergone a bit of a pick-me-up. With the ever changing societal influences, the program has updated some of the information that will be shared, so in a way it’s to keep the program vital and relevant to the rising tides of change. One small but important inclusionary item will be the addition of the theory behind Revolutionary Love in a Time of Rage, by Valarie Kaur. For more information on this, please take a moment to watch this Ted Talk found on You Tube. It is our greatest hope that with the inclusion of this topic will aid in arming students with additional skills to persevere though their college years with us and beyond. 

If you know a student who could benefit from not only extra Honors Studies points, but students who could benefit from a bit of self-discovery, civil discourse, and above all, is looking for a unique way to connect to the college, please do have them reach out to Jennie Erdle to be able to get them signed up.

Thank you and hope everyone is having a great summer!!

***

"Women's Initiative on Leadership taught me far more than leadership skills, and actually had me walking away with an increased understanding [of myself]" - Jill

Who are you, who are we?

Vol 2 No 30

Have you ever wondered who takes Honors classes?  I mean, you may have taken some and met some people - but what sort of person is attracted to these classes?  There's the topic, of course...that's definitely a draw.  But then, there's something else, too.  The Honors Studies student does not have a specific GPA or academic program or inclination.  The students who gravitate towards Honors Studies come from a variety of different walks of life, but they all share one thing in common:  curiosity.  The following is a scenario that many of our students find themselves as they enter into their Honor Studies experience.

It's the first day of class. You walk in to the familiar nervous silence that always accompanies the first day, but there's something different this time. First, everyone is sitting in a circle. You find a seat and sit, taking out a notebook and trying to casually appraise your classmates as you're sure they are doing the same with you. You expect the nervousness and awkwardness, but something feels different. There's an excitement in the room that you don't remember in your other classes. There's that same sense of waiting, but it feels eager and deeply curious. Everyone is impatient. You think about it for a minute and realize that you're feeling the same thing. But, why? The answer dawns on you in a moment of suppressed enthusiasm for the semester ahead.

Just like you, they all want to be here.

Thus begins your exploration into the world of Honors Studies. In these classes, you will experience all the joys and challenges of academics, but they will be driven by your own enthusiasm for learning, your own curiosity, and your own interest in the pathways of learning. Your classmates will share that same drive and excitement for the topic at hand, and your instructor's passion for it will match your own. This will be a shared journey of learning and self-reflection where you can celebrate who you are and who you might become. Along the way, you will be encouraged and expected to push yourself and your classmates through active participation and discussion. And it is our fondest wish that you will thrive here. This is a place where you can find the support you need to achieve your academic dreams, a place where you will be accepted and understood, and a place where we will help you reach your full potential as a learner.

Honors Studies: All you have to be is curious.

So, the Honors Studies student is one who is willing to take their education into their own hands, explore themselves and their learning as well as the content of their courses, and really delve into the academic and educational experience.  Honors Studies is a place where students will find community, camaraderie, challenge, and contemplation.  From math to psychology and English to music, the topics are wide and varied, and so are the faculty who teach the classes.

If you want a more specific demographic - well, that's a bit tougher.  What I can tell you though, is that you will often find students who ARE academically inclined.  You are also likely to find a fair number of students who have been home schooled.  And, for better or worse, you'll find students who have been called geeks and nerds, you may find the socially awkward or even those who are on the margins.  All of that, however, just feeds into the scenario above - these are students who WANT to be students, who are passionate about learning and will encourage YOU to be passionate, too.  They will accept and encourage your passion and enthusiasm and will support you in the exploration of it.  Because what you absolutely will find is a community and acceptance for who you are as a learner and as a person.

The Power of Satisfaction...

Vol 2 No 29

For this hot day, our blog will simply be a link to NPR about the nature of curiosity.  I think this is an excellent read that outlines the difference between NOT knowing and ALMOST knowing.  Honors classes can help cultivate the positive aspects of curiosity.

"Is Curiosity A Positive Or Negative Feeling?"

Curiosity killed the cat, but satisfaction brought it back...

I hope your summer is going well!

My Honors Journey - Student Words

Vol 2 No 28

Below is the transcript of the speech given by graduating Honors Studies Scholar Tyler Deskins, class of 2018.  A graduate of the Liberal Arts and Sciences Mathematics track, Tyler is heading on to SUNY Potsdam in the fall to study math with the hopes of getting into their BA/MA concurrent program in the spring.  We wish Tyler all the best as he moves on.  Also, student guest bloggers are  my favorite posts to make and I hope that you enjoy it as well...

My name is Tyler Deskins and I am a mathematics major here at FLCC. (I hope that doesn’t scare anyone away) Today I’ve been asked to reflect a little on what the honors program has meant to me in my journey at FLCC.  I honestly don’t think it’s an exaggeration to say that without my involvement in this honors program, I would not be the type of learner that I am today.  At the very least, I would not be striving for academics in the way I am right now, nor would I have that drive that keeps me going.  A great deal of my development as a learner has occurred in these honors classes.  I’ve experienced some of my greatest challenges in them, I’ve celebrated some of my greatest triumphs in them with my fellow students, and perhaps most importantly, my college career started in the honors program as well.

My first semester attending FLCC was in the spring of 2015.  I was 16 years old at the time and this was meant to be an introductory semester for me.  Since the fourth grade up until that point in my life, I was homeschooled, and I had been away from a classroom for such a long period that I was just trying to get myself acclimated to the academic environment again.  I started by taking two classes that semester.  Loving mathematics, it was natural for me to take an introductory statistics class.  Not so natural, however, was my decision to enroll in an honors English 101 course.  At the time (I apologize Dr. Merrill) I detested English. * Dr. Merrill interjects “We’ve been doing this back and forth forever.” *  In part because I didn’t really know what the subject was.  I thought that English was learning information just to regurgitate it back to the professors.  Merely paraphrasing information, not the critical thinking I now know it to be.  Additionally, at the time I was quite nervous about my competency.  Without a high school education, I believed I would not be able to excel at the English course.  However, despite my anxiety over the subject (and with a bit of prodding from my parents), I enrolled.

The peak of my anxiety in that class occurred during our third class meeting.  I don’t recall why the subject was introduced, but we were having a class discussion about what we’ve learned in high school about English.  Part way though, Professor Margaret Gillio began her side of the discussion by saying “So we all know these ‘rules of English’ that we learned in high school…” and she began listing things such as paragraph structure, how to format a sentence properly, etc.  My heart sank.  Never had I formally learnd those rules.  I could understand them – after all, I had passed the placement exam to get into English 101 – but I was terrified that I would now be failing this class because I did not have these rules memorized.  And then I heard her say (I’m paraphrasing a little, but not much) “Now you know that list of rules you learned in high school?  Take it, crumple it up, throw it out the window.  It does not belong in a collegiate level English classroom. Part of what you will be doing in this class, and what may be a great challenge for some of you, is unlearning these supposed ‘rules.’”  That little speech gave me a great deal of encouragement because, for what seemed like the first time, I realized I was ahead of the curb because I didn’t have a high school education; which was awesome!!  As a result, I attacked the rest of the work in that semester.  Instead of just trying to pass the class I actively engaged with the material and gave it thought.  It was still very challenging for me, but I enjoyed every minute of it.  It was such an amazing learning experience for me. 

            My next semester – again, I was attending part time so I only took two classes that semester as well – I didn’t enroll in any honors classes.  In part because I didn’t know what the difference between honors and non-honors classes were.  The two classes I took were Interpersonal Communications and another English class; Composition II.  Surprisingly, that Composition II class is probably one of my favorite classes I’ve ever taken, largely because the instructor ran it much like an honors class.  The Interpersonal Communications class felt very… different; and not in a good way.  I disliked the class’s lecture style as well as the expectation of just assimilating information – like what I thought English was the year before – just to regurgitate it on an exam or paper.  I didn’t at the time, but I now understand what sets the Honors Classes apart.  In an Honors Class, the goal is to foster and develop critical thought.  They use the course curriculum as an opportunity to practice critical thinking in a supportive environment.  In traditional classes, you get the most out of them if you have that ability to think critically but a lot can be missed without it.  In them, critical thought is a prerequisite for true understanding but not a learning outcome.

            The following semester I relapsed and found myself taking three honors classes; a Psychology class, an Introduction to Literature class, and a chemistry class (while not typically an Honors Class it was made one through an honors contract).  The first two subjects I never expected to engage in, much less enjoy.  But to my surprise I loved both of them and became really immersed in the material.  The chemistry class was much more challenging.  What an honors contract means is that I am essentially the only one in my class doing the critical thought that is the hallmark of an Honors Class.  It was very difficult without the community of Honors Students to help support my inquiry and development.  But I found this to be a very helpful learning experience as well.  This Semester I did an independent study– not an honors independent study but one in advanced mathematics – and the chemistry course from that semester helped prepare me for the inquiry that I would have to do on my own in order to understand the material.  This was my first step in doing such major inquiry on my own; something that I will certainly need to do again if I choose to pursue a graduate degree down the line.

            The following semester I took two of the hardest class I’ve ever taken; both Honors Classes.  One was Dr. Merrill’s perspectives on J. R. R. Tolkien – the author of the Lord of the Rings trilogy – and the other was a Philosophy of Ethics class by Dr. Worrell.  While I already enjoyed both subjects, these two classes forced me to engage with the material far deeper than I ever intended to.  To merely create work considered passable for both, I needed to sink a great deal of effort into each thought I put on paper.  They pushed the limits of my writing ability; they shattered the preconceived notion that I would never have to nor be able to write at such a level.  I struggled in each assignment but never gave up.  They make the education ahead of me look easy, and I am grateful for that.

            Unfortunately, that was my last semester taking an Honors Class.  For the past three semesters I’ve desperately tried to work some into my schedule but have had no success.  Regardless, I am thankful for just how well my Honors Classes have prepared me for traditional classes as I now have a firm grasp on the critical thought that is required to get the most I can out of them.  For instance, History was another subject I absolutely dreaded at the age of 16.  Similar to English, I thought it was simply repeating back to your professor the material that both you and they already knew.  I now know that assumption was completely false.  The two History classes I took at this college were amazing because I could look at them through a critical lens.  I could interact with the people in these classes who were also looking to critically engage with the material.  We tried to learn as much as we could about the causes and influences of major events and we didn’t just do that by passively listening to lectures.  We asked the professors, we challenged each other’s ideas, we found information on our own, and we had a blast doing it.

            Perhaps the most important thing my Honors Classes have taught me is to look at the interdisciplinary nature of subjects; that no subject exists in isolation.  This is especially true, believe it or not, for different topics in mathematics.  Mathematical topics are typically taught segregated.  Calculus I-III and Differential Equations are treated separate from Linear and Abstract Algebra, which in turn are treated separate from Geometry and Topology, etc.  If you’re just trying to take these classes and assimilate as much information as you can, you are certain to miss the big picture.  But when you start looking for and seeing all the connections between topics, in my opinion, that’s where the true beauty of mathematics can be found.  I mean, for goodness sake, I did a mathematics presentation this semester on forms of non-standard mathematical logic and their connections to Buddhist philosophy!  Treating the subjects as separate entities, such a natural connection may never have been made.  And this certainly isn’t a property exclusive to mathematics.

This constant curiosity is how I have developed myself as a learner and how I will continue to develop myself as a learner as I move on from FLCC.  Without this foundation that my Honors Classes have provided me with, I would not be the learner I am today.  Looking at my journey up ahead, it is very important to me that I have such a foundation.  For all the Honors instructors and students I’ve met in and out of Honors Classes –and for all people who have supported me throughout my journey as a student – I really want to thank you for creating such an amazing environment.  One where people who truly want to learn, to engage more with the material and dig deeper, can find this community and help each other grow in meaningful ways.  I hope that one day all of us accepting our honors diplomas will make you proud to have been the people who helped make us who we are.  Thank you.

Seminars Matter

Vol 2 No 25

Lots of folks have begun to look at their classes for next semester and we are really excited about the Honors offerings. You heard a bit more about them at the Honors Studies dinner and can read the course descriptions on WebAdvisor, but that doesn't necessarily explain why you might want to take a seminar - or even what a seminar is or looks like.

So, why would you take a class that doesn't "do" anything other than fill a general elective? Part of that has to do with the other question. What IS a seminar?

Google's proprietary dictionary defines seminar as "a class at a college or university in which a topic is discussed by a teacher and a small group of students." Well, is that what a lot of classes at a college are? Perhaps just in between needed lectures, but still...that seems the heart of what college classes in general should be. The Online Etymology Dictionary has this to say:

"1887, "special group-study class for advanced students," from German Seminar "group of students working with a professor," from Latin seminarium "breeding ground, plant nursery" (see seminary). Sense of "meeting for discussion of a subject" first recorded 1944.

'Plant nursery' is a fascinating idea, but I'm not sure Honors Studies students are necessarily inclined to appreciate being compared to budding plants. But, it's getting a bit closer to the concept I'm aiming for when I think about what we mean by seminar. The first word there that stands out is 'special'. This is not to say that other classes for other students aren't special, but I firmly believe (and I admit I have a bias) that the special nature of Honors Studies seminars is more common than not. Far from being contradictory, this is really what I have observed and heard about the seminar experience. I often joke that if someone stuck their head into one of my Honors classes, they wouldn't necessarily be able to pick out the instructor compared to the students. That's more than just a joke - it's true. In the seminars more than in any other type of class, I'm sitting WITH students. There is now nothing in between them and I. We sit together as learners.

Now, I know that I can never fully erase my role as instructor with a suitcase full of grading and other responsibilities.  And I humbly lay claim to a little more expertise in general, given the number of years I've been in academia and studying whatever topic I've chosen, but to the extent that it is possible, I can learn from my students even as they learn from me.

Many of those who teach seminars do so because they want to research and dig more deeply into a topic about which they have an interest.  The thing about Honors Studies faculty (and many faculty in general) is that they have dedicated their lives to learning.  This is one of the ways they do so.  And this coming fall?  We have two amazing seminars coming that are the products of the passion, curiosity, and the enthusiasm of the instructors who are teaching them.

So, no...seminars might not fulfill a requirement in your degree (other than a general elective or a liberal arts elective), and perhaps there's nothing in them the connects to your program of study at all...but think larger than that.  There are few classes in any college anywhere where you will find a room full of people who truly chose to be there.  No one needs it, which means everyone wants it.  They don't necessarily come because they need the credit or the class or anything about it.  They come because they love the content of the course itself.  And that, my friends, is the best learning environment you will ever find.

This fall?

HON 200-90 : Games and Storytelling taught by Honors Studies Librarian, April Broughton.

HON 200-91 : Eat Me:  Food and Identity in American Culture, taught by Lori Vail of the Humanities department.

Come.  Learn.  Celebrate your own curiosity.  And, dare I say my little plants, grow.

Why Cats

Vol 2 No 21

Before I begin with an apology and the blog – I wanted to remind everyone of this:

I hope you can make it - I've wanted a student Honors Club ever since I became Director and I'm so excited that we have students with the time and energy to make that dream come true.  But they need YOUR help to make it work!  Such a great opportunity...I can't wait to see how this developed!

That said, I want to apologize for being a little late with this blog.  I blame the loss of an hour - but honestly I was just ridiculously busy last week.  But, while I DO miss that hour, at least Daylight Savings Time means that Spring is most definitely coming and your semester is probably in full swing.  Today’s blog is a little bit lighter than last week’s, though the thoughts raised in that last blog are hopefully still in all our minds.  Today I thought I would talk about cats.

Why cats?

As you have probably noticed, we have adopted cats as the unofficial mascot of Honors, with a specific focus on their eyes.  That was a deliberate choice for a variety of reasons, and I’m happy to see that the Honors Club has continued the use of cats to represent them.

Most people know that cats are associated with curiosity…in fact, we all know the adage that curiosity killed the cat.  What many people do not know, however, is that the adage has a second half.  It would not be odd for us to celebrate cats and curiosity, but the killing part is a little strange.  Not to worry, however, for the rest of the saying is but satisfaction brought it back.  The cat will live on as we continue to celebrate curiosity and the fulfilling of the endless questions that seem to drive what Honors students do and are.

Cats have long been associated with independence, intelligence, curiosity, agility, and for being amazing companions in their own, unique way.  It is hard to watch a kitten playing or a cat hunting and not be cognizant of their sense of play and their seeming insatiable desire to explore everything.  They will push their way into places where they don’t necessarily fit and they will maintain a sense of grace while they do it.  Every cat has its own personality, of course, but even the most solitary cat will often find itself ‘accidentally’ in the same room as its human companion.

In short, I have always felt that there is something very Honors-like about cats.  They are a creature of many contradictions on the surface and often misunderstood.  They carry on despite of that and often with grace and seeming indifference.  They are solitary but also social, simple and yet mysterious.  Playful and yet also content to lay sleepily anywhere that they feel comfortable.

One of the things that has always fascinated me about cats is that of all the creatures we have domesticated, we have changed cats the least.  No matter how much we love and pamper them, they will always be true to who they are.  Tigers and lions, cougars and panthers, jaguars and lynxes, cheetahs and leopards, long-haired and short-haired, calico and Persian, tortoises and tabbies – cats of any size will always be curious and thoughtful.

And that is how I see Honors students – some many different variations and yet all harboring some of the same basic qualities of playfulness, curiosity, creativity, and a sense of thoughtful mystery.

That is Honors.

Welcome Back, Friends!

Vol 2. No. 16

Welcome to the Spring 2018 semester!

We're now two days in (a Thursday start was a little odd, yes?) and I wanted to take this moment to say hello and give you a little update and sneak peek into what we have planned for this semester so far.

Honors Courses and Contracts...
We have 10 sections of Honors courses running this semester, with 117 students enrolled.  We have several contracts that are likely to begin and one that has already bee submitted and approved.  Our courses range from a special topics one called Women Who Kill to two social science electives - one on Gender and one on Love and Romance.  We have psychology and English, literature and music.  It's a good range of classes and I hope that you are all enjoying the classes (Honors and otherwise) that you have been in so far.  I plan to visit all the Honors courses soon to tell you a little more about some things to look forward to.

Events...
We have several events planned already and more on the way.  You can read a bit more about events in general here.  I will also be talking more about them when I visit your Honors classes.  Anyway, we have two scheduled and one more on the way that I know about at this point.  This is in addition to the Honors Dinner and the Honors Convocation as well.  Lots going on!

On April 19th (Activities Day), the Library is hosting a Human Library event from 12-4.  During this event, you can 'check out' Human books and chat with them about the topic they represent.  This is an amazing event and you can expect to hear more about it as we get closer.

One May 3rd, we have an event during college hour that is called Presidential Greatness:  The Good, the Bad, and the Ugly.  As you might imagine, this promises to be a fascinating talk with lots of opportunities to ask questions.

Also coming this semester is an event about Chaos and the self-organizing universe.  Wholly interactive, this should be an amazing experience.  More on this when we have it scheduled!

As you can see, we are getting more and more Honors things in the works and we hope to see more and more of you become part of these events.  Bring your friends - we don't have anything that is limited only to Honors Studies Students.  Remember....all you have to be is curious!

That's it for this blog - as I'm sure all are tired from these first couple of days.  I look forward to introducing myself to you in your classes and I hope to see you at Honors events this semester.

Good luck in all your endeavors this semester!
-T-

Dr. Trista Merrill
Director of Honors Studies and Professor of English
Rm 4285
Email:  honorsstudies@flcc.edu -or- trista.merrill@flcc.edu
Facebook:  FLCC Honors Studies

"self-confidence-2121159_960_720" by Alexas_Fotos is licensed under CC0.

Grab Your Things....

Vol 2 No 7

The following is a transcript of the words I used to open the Honors Studies Fall 2017 Dinner.  I hope you will enjoy these words....and perhaps next semester, you will join us.

Robert Frost once said that “Home is the place where, when you have to go there, they have to take you in.” Perhaps related to this is a song that has been stuck in my head for over a week now. The title or the rest of the song isn’t terribly important because it’s one line and one line only: “grab your things I’ve come to take you home…”

With those two quotes, I welcome you to the fall 2017 Honors Studies dinner.

Frost’s quote is a particularly valid one when we look at the admissions policies of a community college. We are an open admission institution, which means if students come here (and fill out the necessary paperwork), then we let them come. As a result, we get a wide range of students here from all walks of life with experiences that run the gamut from relatively uneventful to full of chaos and change. My colleagues will nod their heads when I say that as a faculty member, I’ve heard some stories that have broken my heart over the years. For every story of success, there seems to be a companion story of tremendous struggle and overcoming the odds. Paired with that, however, is the realization that what students find at FLCC, in general, is a place to belong and that belongingness is something they grow to appreciate more and more the longer they are here. The same is true for the faculty experience. I have found my 13 plus years here to be full of support and encouragement from my peers for myself and for our students. From senior faculty (of which I am now counted) when I first began here to the newer faculty who are keen to get involved in any initiative that centers on students, this truly is a community.

Honors Studies is no different and, like so many aspects of the Honors experience, it seems that we are an intensified version of what is found in the community of this college as a whole. My anecdotal experience is that those in Honors feel a little deeper, experience a little more profoundly, and are impacted a little more keenly as a whole than the entirety of the college around them. As a result, some of them come to us with the most heart-wrenching stories.

I recently asked two sets of Honors students to name one thing that scares them and the list was not what I expected. In those quick notes written in a manila folder, I learned that not only did they have powerful backgrounds and stories, but they were trusting enough to tell me what they feared. I expected to read things like spiders, or the dark, or confined spaces, or horror movies, or public speaking, and there were some of those, of course. What I did not expect to read was how many students were afraid of losing someone they loved or feared loneliness and solitude. I read about students being afraid of life, of oblivion, of death, of failure, of people, and of emotional turmoil. And the most popular answer among them all was that students were simply afraid of the future. This is a statement of our times, I think, and something many of us are feeling.

In other contexts, I’ve heard so many students in Honors tell stories of domestic violence, abuse, drug addiction, bullying, anxiety, depression, and unstable families. My heart breaks every time. There’s more that I could say, but I do not intend this talk to be a negative or troubling one…because all of the things I just recounted I tell you for only one reason, and that is to talk about the flip side of that. Because by whatever path those students took to arrive at this place where they tell me their dark stories, the point is that they have found a place to tell them. They have found belonging.

The way students talk about their Honors classes is as heart-warming as those other stories are heart-wrenching. Last year, a student took courage from class discussions to email Dr. Nye about her thoughts regarding the national climate following the election. Why? Because she “left these classes feeling closer to my professors and to my peers.” I had a black student stop after class just a couple weeks ago to thank me for talking about race issues in class because when she’d tried to do so elsewhere, she’d been silenced. When I asked a transgender student to tell me which pronoun he preferred, he told me that he has found more acceptance and tolerance here than he has in his own family. I’ve seen students in tears for the sole reason that we had reached the end of the semester and that chapter of their academic journey was ending. I once had a group of current Honors students pool their resources and send a box of clothing, gift cards, toys, and art supplies to a former Honors student they didn’t even know because she was a single mom who had fallen on hard times. I could go on and on from the little gestures of students supporting students and even when they reach out to me when they know I’m struggling with something myself. As much as curiosity is the brain of Honors; this is its heart.

My colleagues will attest that while we may see this in other classes as well, we almost always see it in our Honors classes. Honors students support each other and form friendships; they challenge each other and respect each other; they debate and discuss and celebrate intellectual curiosity even as they share a laugh and tease one another. They are eager to share their excitement about the work they are doing and they are quick to ask one another for input and guidance if they are stuck or at a loss. I’ve seen hugs and outreach on a level that I haven’t seen anywhere else. I can think of no other more powerful word to use than family; and anyone who has ever heard me talk about my own family will know that this is not a word I use lightly. And so, my friends, as we share a meal together in celebration of Honors, let us remember everything that it stands for. Honors is reflection, analytical inquiry, and intellectual curiosity, but it is also so many things that we do not assess as a college and cannot measure. It is where you belong. And so, my friends, grab your things….and welcome home.

Honors VIPs

Vol 2 No 5

The people who come to the Honors Studies Dinner are important people.

For one, the president of the college, Dr. Robert K. Nye, comes to share his insights and thoughts about Honors to all in attendance.  In the past, the Provost / Vice President of Academic and Student Affairs has come and done the same.  The Associate Vice President of Instruction says a few words.  At the tables can be seen the Associate Vice President of Academic Affairs and the Director of Student Life.  Esteemed faculty speak about their classes and the Director of Honors Studies shares a few words as well.

But, those aren’t the important people I’m talking about.

The important people are the students.  Honors Studies students and their curious friends come – and that’s who keeps all those folks up there ‘at the office’ after they’ve already put in a full day of work.  That’s why we write our remarks and our speeches, why we order T-shirts and other goodies, why we buy food and clear our calendars.  That’s why we are here for that evening – and for so many other hours throughout the summer and the academic year, as well.

Last Spring, I decided that I would not have an agenda for the dinner beyond those folks with titles saying a few things.  I would hand the microphone off to students in attendance and let them lead the charge of the evening because it was THEIR evening.  It was THEIR voices that we wanted to hear.  I wasn’t sure how it would go.  Sometimes, our Honors Studies students can be a bit shy or anxious about speaking up in a large group of people they don’t know.  But, like they have so many times before, they surprised me.

You’d think I’d get used to that and not be surprised anymore. Time and time again, students at this college in general and those involved in, and interested in, Honors in particular have surprised me with their passion and their curiosity.  Honors Studies has the power to change lives and people wanted to talk about it.  They wanted to tell others what they experienced and what they learned.  They wanted to talk about what Honors has done for them and why they were pursuing it.  They wanted to talk about what their classmates in Honors were doing and had done for them.  They wanted to talk about the teachers they’d met and the work they were doing.  They wanted others to know about this ‘secret gem’ at FLCC.**

That evening we gave them the chance to talk about something they’ve found here that is unlike what they expected to find, but more than they ever hoped it would be.  Whether they sought it or stumbled into it, believed in it or were mistaken about it, the students who spoke last semester – and Honors Studies students in general – love Honors.  And those who have titles and work at the college to bring the dinner and all the other Honors Studies events and opportunities to life also love it.  As our marketing voice recently said to me, “I always have time for Honors” and that really has nothing to do with me as Director.  It has everything to do with what Honors represents, what it offers, what it allows students to do and discover about themselves.  Honors has always meant this at FLCC and its exciting to find ways to help tell others about it and, in turn, help them achieve it.

So…won’t you join us?

** As it turned out, they also wanted fidget cubes, but that isn’t important right now.  :D

New Old Words

Vol. 2 No 2.

So, what does the foundation of Honors look like?  In many ways, it's the same as it always has been:  reflection, inquiry, and collaboration in the pursuit of learning that lasts beyond the classroom and the institution.  But we feel that we've infused it with a few more words that capture the essence of what Honors at FLCC is and where it came from.

Curiosity.  Passion.  Engagement.  Challenge.  

So many who teach and learning in Honors Studies will tell you that it's not MORE work, it's different work.  But it's not just about 'work' - there are so many other words and things that you should know if the core of Honors Studies is something you seek to really understand.  From our mission, talked about last week, comes our learning outcomes.  These are the things we want students to have gained by the time they leave us and FLCC.  

• Students will be able to reflect on and evaluate their internal learning process
• Students will be able to analyze external connections among their own learning experiences
• Students will be able to articulate the value of intellectual pursuit in a scholarly tradition

Can you see them?  Those same ideas of reflection, new modes of learning, inquiry, and intellect.  There are some parts that might look or sound new, though they are really not.  We've just found new ways to say them.  And we made sure that the things that we hold as the heart of Honors Studies link to the FLCC Values.   It wasn't hard to do - they overlap and inform each other in so many exciting ways.

Vitality is reflected with all three of our learning outcomes in Honors Studies, most readily with the third one.  Exploring scholarly tradition really encourages us see how the concepts and content of a course exist outside the classroom in complex ways.  Within the classroom, the second learning outcomes leads Honors Studies students to explore their learning in a collective context, while self-evaluation (in the first learning outcome) is directly linked to well-being.  We have to look to ourselves to engage in self-care at all levels - emotionally, physically, intellectually, and even spiritually.

We find interconnection most obviously in the second learning outcome where you will be directly challenged to find connections among learning experiences.  The first learning outcome hopefully leads to us realizing that our internal selves is what connects all the arenas of our lives and the one thing over which we have the most control.  Internal reflection also encourages you to connect with other students as well as faculty and staff. Meanwhile, the third learning outcome highlights that a discipline is a community of scholars and the conversations of the classroom are just one facet of conversations going on all around us.

All of the Honors Studies learning outcomes require perseverance.  Our emphasis on analysis, reflection and scholarship requires the continual push against intellectual, emotional, and circumstantial barriers.

Similarly, reflection, evaluation, analysis, and scholarship are based squarely in inquiry.  When students meet the three Honors Studies learning outcomes, they demonstrate the ability to pose questions and utilize endurance to pursue the answers.

So, there you have it.  The events, courses, and experiences you have in Honors Studies is so much more than just 'fun classes' that are taught in a different way.  We've put so much work in behind the scenes so you could have these experiences and we hope that you find just as much value in them as we do.  We also couldn't do ANY of this without you.

“It is only once in a blue moon that you are able to honestly say the experience of a classroom has changed your outlook on life. This course was one of my blue moons.”

-Amber

The Path of Honors

Vol. 1 No. 21

The following is the speech given by Denise Button at the Honors Graduation and Awards Ceremony held on May 10, 2017.  Denise has graduated (with 21 credits of Honors) and will be attending the University of Buffalo in the fall to study Business Administration with a focus on International Business.  Her words, as you will see, are powerful.

To all our graduates, congratulations.

First, I would like to start off by congratulating each of the honors students for all of the hard work that we have done to get to this point. 

I think that especially at a community college, it is a struggle sometimes to get through the semester between work, school, and figuring out our new place in this world.  College is a place where you get to decide who you want to be and how you want to get there.  And we all made the choice to be here, not just in college, but in honors.  When you started school and the honors program, you made a promise to yourself to work hard and earn not just an associate’s degree, but either an honors diploma or certificate. 

Once that promise was made, that meant that we had to commit to that promise and everything that it entailed – which meant going into the unknown.

Trying something new, whether it be in college, honors, or life in general means taking a risk.  And it takes courage to take risks, to be brave enough to embrace who each one of us are, and to share that with the world.  I know that when I first started attending FLCC that I was scared.  I was scared of the normal things that most people are, such as: how to afford school, how to juggle all of my many responsibilities while making new friends, and figuring out how to fit in all the other thing that I’m passionate about.  But I was also scared that I wouldn’t do as well in college as I had in high school and that maybe, just maybe, I would discover that college just wasn’t for me.   

But when I applied to FLCC, one of the first people I talked to was Trista Merrill.  I had messaged her because I needed to take an ENG 101 class, but was confused because I had noticed that one of the classes was designated as “honors”.  I didn’t know what being in “honors” meant so, after emailing back and forth with Trista, she encouraged me to try honors.  So I did.  I didn’t just learn about English from Trista, but she got me excited to go to class, and to be in school.  We all think that school can be dull, boring, or monotonous, but this wasn’t my experience in the honors program.  The learning was involved and even fun.  Yes, I learned the material, but I also learned more about myself as a person.  Honestly, some of the best classes that I have taken here at FLCC, were honors.  Honors isn’t just about hard work, but connecting with others and investing in one’s self.

I’m sure that most of us are moving on from FLCC and either continuing our education or going out into the work force.  I think that each of us will soon be able to see just how much hard work pays off.  Because each of us has earned an honors distinction that will separate us from our peers in a way that says “Hey, I didn’t just go to college, but I was also willing and dedicated to take on extra work along the way.”  This experience in college and in the honors program is something that no one can take away from you.  You have made an investment in yourself and your future.

 

And I’m sure that if you’ve had any similar experiences as I have, sometimes you get stressed and overwhelmed.  I think that we have all gotten to a point in a semester when we realize that – “I’m not doing as well as I want to this semester”.  Once you get to this point and soon realize that if you want to continue on the path that you have set for yourself, the only choice you have is to push through this feeling.  And most importantly, that it’s okay to fail and to be disappointed.  Success is a terrific thing.  But how do you get there?  The moments that define you, your character, your strength, are the moments when all you want to do is cry and give up, but you don’t.  Those defining moments when you choose to not accept failure, but to move on and keep working at your success is why you are here today. 

Not only that, but your professors probably didn’t let you give up either.  I know that without my professors here at FLCC, I wouldn’t have been able to handle going to school and juggling all of my other responsibilities.  But I always went to my professors when I knew I needed help.  My professors were more than my teachers in academics, they were teachers in life.  When I needed help, I knew that I could always turn to my professors, especially to my honors professors because I knew that I would be met with understanding and a true concern for me as a student and an individual.  So I would like to congratulate each of you again for being here.  But I would also like to thank all of the honors professors and Trista for dedicating your time to teaching and helping each one of us and reach our true potential.  Without you, we wouldn’t be here today.     

      

More Student Words

Vol 1. No 21

The following comes from David Drake, who is graduating this semester with 18 credits of Honors and transferring on to SUNY Oswego to major in Creative Writing and Linguistics.

"When I saw that the Honors Studies program would be full of active classes centered around seminar discussions rather than around lectures, I was thrilled! I knew I would benefit from this learning environment--students taking charge of discussions, instructors participating in homework assignments with the students, the atmosphere of autonomous learning (especially when given the option to pursue my curiosity with an Honors contract for a non-Honors course)--it was, in a word, perfect! Classrooms were full of mutual respect, even during times of challenges. Students collectively overcame obstacles together, and because of that, the students learned from each other just as much--and sometimes more--from the professor. And I think it was the same way with the professors: Their learning experiences continued by facilitating these Honor Studies courses. I am, simply and sincerely, honored to have been a part of the Finger Lakes Community College Honors Studies program!"

We wish Dave, and all the Honors Graduates, the very best as they head onward in their journey.

Honors Voices

Vol 1 No 20

Something of a long one this time....

The other day. in the face of a beautiful spring day, I thought my HON 200 - Analyzing Alice class might need a moment to gather their thoughts and focus on the class at hand before I turned class over to Linda Ross.  She was going to spend that class time talking about attachment (and attachment disorders) from a psychological standpoint and how it might relate to Lewis Carroll or even Alice herself.  So, I asked them to take out a sheet of paper and write for five minutes on this question I posed to them:  

What does Honors mean to you?

These are the responses I got...

"I preach to everyone how much I enjoy honors studies.  To me, it means seminars, a connection with your classmates and professor, and a jillion different interpretations of a common theme.  I feel like there's this amazing fellowship and mellowship that comes out these types of classes.  The students that are in these classes are dedicated to learning about the topic at hand and are typically very talkative and at times, argumentative.  Honors classes make learning fun an worthwhile.  It's not a chore to attend class, it's something to look forward to.  The professors play devil's advocate and warp your way of thinking to meanings originally thought unimaginable"

"Honors means curiosity.  It means wanting to take something, such as a topic, and wanting to learn more.  It's about exploring a new realm of learning that one may have never thought of exploring.  Honors is about taking something and diving into it deeper than ever before.  It's not about more work and being smart.  It's simply about being curious."

"Honors to me means being able to explore what interests me and the things I find interesting.  As a book lover and writer, Honors gives me the opportunity to read a lot and write a lot (!), which other classes don't allow or want.  Be being in this Honors class, I have realized how much I adore analyzing stories and writing about what the stories mean to me.  Honors therefore has helped me realize and understand more of myself, by being able to dig into, explore, and discuss what I like and what to learn more about.  Overall, Honors means being able to be me, and learn what I want to learn, by offering cool classes, which allow me to explore who I am."

"Honors here at FLCC means a more student-lead learning environment as opposed to a traditional lecture style college course.  This means lots of group discussions and participation as we are learning together not being taught at.  It also means reflecting on your learning experience.  By reflecting on your journey as a learning, you are better able to grow your ability to learn.  You will find what works for you and what you can improve upon.  Honors is also a better opportunity to connect with your teacher.  For me, my teachers are mentors not just lecturers.  Most important, Honors is a group of people excited to learn, just like you, not just people force to take a class."

"Honors was something initially that just mean another good way to get accepted in a four year college.  While this is true, it now means so much more.  Honors became something that I could be involved in outside of tedious, constant needed work.  It was Perspectives on Tolkien that I first took and now I am someone a bit different.  I was able to read and discuss something that I truly have an interest in, unlike most classes in high school.  I also was able to make friends in that Tolkien class that I have now outside the class, another aspect I didn't have my first year at college.  The community sense that I get in this 'elite' group of Honors students is of devotion, respect, and a feeling of ultimately being wanted."

"Honors means to me that it helps you to look deeper into a meaning that you would normally just brush upon somewhere else.  It's a chance to find something new in yourself.  English 101 Honors has us analyzing ourselves as a writer while Alice analyzes ourselves as a learner and how to understand deeper meaning.  Honors is a chance to step our of our boundaries and try something new."

"To me Honors reflects a community pursuit in an accountability-minded atmosphere.  We have a capability to discuss as opposed to being lectured and to grow in relationship to others in a more conducive atmosphere than a typical class.  In another sense it has an active palpability to discern via worldview and disciplinary confines."

"Honors means a different way to view subjects that 'regular' classes may not have the time / desire to do otherwise.  It's a place where I feel my opinions not only matter but are validated.  I don't feel excluded because I don't have the knowledge for a certain subject but rather it's a place where I can learn freely without fear of judgments"

"Honors is a means to challenge myself while having fun.  Most classes involving something that I actually like are Honors classes"

"What Honors means to me is a more challenging / higher level class that requires extra work and effort.  Also, I think of it as a more specialized / focused course rather than a introduction course.  It also presents some more interesting classes than what is normally offered in my opinion.  I also feel that the courses are better since they seem to be more focused and in smaller classrooms"

"Honors means a more interactive way of learning that provides the opportunity for classroom discussion and practical applications with a more discussion and writing-based curriculum that helps students to more easily express their thoughts and ideas.  The more hands-on approach also provides a sense of accomplishment for finished projects"