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Student Handbook
TABLE OF CONTENTS
HONORS BOARDS
HONORS CENTER
HONORS REQUIREMENTS
HONORS SEMINARS
10
11
SERVICE LEARNING
12
12
15
APPENDICES
A. Honors Courses in Relation to General Education Requirements
B. Guidelines for Faculty Mentoring of Honors Students
C. Honors Contract (form available in Registrars office)
D. Honors Contract EvaluationStudent
E. Honors Contract EvaluationFaculty
F. Multicultural/International Experience
G. Service Learning Experience
H. Thesis Title Page Format
I. Thesis Progress Form
17
18
20
22
23
24
25
26
27
FACULTY MEMBERS:
STUDENT MEMBER:
HONORS CENTER
The Honors Center is located in Library 209. The door is kept locked and a key can be checked
out to Honors students at the Library Circulation desk. There are two adjacent areas in the
center. The main room is equipped with a conference table, comfortable reading chairs,
microwave, and printer. There is a smaller room with 2 study individual carrels like in the
main area of the library. Please respect this space - keep it clean, locked and share during high
traffic times like exam weeks.
ADMISSION TO THE HONORS PROGRAM
Students are invited into the Honors Program on the basis of a high level of past academic
performance (minimum 3.50 cumulative index, including transfer coursework). In the case of
incoming freshmen, correlative entrance exam scores (SAT total = 1150 minimum or ACT score
of 26) and GPA of over 3.5. All invited students receive a letter from the Honors Director.
Students may be accepted into the Honors Program at any point in their academic careers.
However, late admission may mean that a student will not be able to complete the
requirements of the Honors Program. Any student who feels she/he can succeed at and
benefit from Honors work is welcome to speak to the Honors director about participating.
HONORS REQUIREMENTS
The curriculum has five major components: academic courses, a senior thesis, a multicultural
or international experience, a portfolio, and a service learning experience. Each component is
directly linked to the Dominican Core Values:
Study is represented by honors courses and the senior thesis
Reflection is represented by the portfolio
Community is represented by international and multicultural experiences
Service is represented by service learning
Honors students must maintain a minimum 3.30 cumulative index in order to remain active in
the program. Honors students enroll in Honors seminars spread out over four years that fulfill
specific General Education requirements and culminate in an Honors senior thesis in the
discipline of the major. To become an Honors Program graduate, a student must have
maintained a 3.50 cumulative index and must convert the Senior Thesis project in their major
discipline to Senior Honors Thesis (See Honors Senior Thesis Guidelines).
For transfer students and Adult Degree Completion Majors, the Honors Program consists
mainly of honors contracts between the student and a faculty mentor but may also include
honors seminars. The Honors Contract documents the projects which Adult Degree
Completion Majors students propose and construct in lieu of an Honors course. The student
projects will be expected to complete a portion of this requirement depending on the academic
standing upon entrance to Dominican University. To graduate as an Honors Program Scholar
in the World, Adult Degree Completion Majors must have two semesters of residence,
maintained a 3.50 cumulative index, completed four honors contracts, written and defended an
honors senior thesis in the discipline of the major, and fulfilled the multi-cultural/international
requirement. On the official transcript, both the award (The Scholar in the World) and the title
of the Honors Thesis are recorded.
HONORS SEMINARS
Honors Seminars are small, interdisciplinary, discussion-oriented courses. Taught by faculty
across the University, the seminars' rigor and depth are designed to stimulate, conceptually
challenge, and intellectually stretch highly capable students, encouraging them to perform at
the highest level of excellence. The course offerings for Honors Seminars partially meet the
General Education requirements. These courses vary each semester and are listed in the
academic schedule of classes. Listed below are some of the seminars that are currently being
offered or offered in the past. (See appendix A for Honors courses in relation to general
education requirements.)
Honors Big History (3 units)
This course describes the first moments of our universe, the birth of stars and planets, the
formation and evolution of life on earth, the origins of humanity, the evolution of human
culture to the present, and goes further by theorizing about potential futures for us and for our
planet. The class discussions will be enriched by including the works of notable scholars from
a diverse array of humanities and scientific disciplines.
Beauty through the Lens of Big History (3 units)
Why is something an idea, a building, a protozoan cell beautiful? This seminar uses the
scholarship of beauty, aesthetics, to examine the ways humanity has defined beauty and to ask
questions. What in the universe the past and the present of the Big History narrative
conforms to formal ideals of beauty? Who defines beauty? Is the re-engineering of natural
beauty a good idea? Will our great grandchildren be beautiful beings in a beautiful universe?
We will define our own ideas about beauty and then speculate on how our ideals of beauty
might impact the future.
Visualizing the Sacred Through the Lens of Big History (3 units)
Following and expanding upon the first-semester course in Big History, this seminar addresses
how humans have perceived the universe from Paleolithic times to the present day with specific
attention to the art and architectural forms devoted to visualizing the sacred. The wonders of
the cosmos, the position of planet Earth within this, and the role of humans in creating
meaning through diverse religious beliefs are addressed. The course especially concentrates on
the visible manifestations of faith systems via coverage of the art and architecture associated
with the religions of the world.
Worldviews and Practices of the Great Religions (3 units)
A Worlds Religions course with a twist: all the work required in the regular course but only
half the semesters hours in class. The other half will be spent visiting religious sites in order to
participate in their practices a Native American sweat lodge, Hindu ritual and yoga, Buddhist
meditation exercises, Jewish Sabbath worship, Christian contemplative prayer, Islamic daily
prayer, Sufi invocation (and more). As these adventures will require extra and unusual hours of
availability; subscribers must be highly flexible and strongly committed.
Hellenistic Age of Religion (3 units)
This course will introduce students to the evolution of Jewish religious perspectives, thought,
texts and history from the destruction of the 1st Temple (586 BCE) to the beginnings of early
Christianity (325 CE). The Hellenistic Period is when Greeks, Romans, Jews and eventually
early Christians confronted modernity. This was due to emerging concepts including the role
of the individual in religion, the end of prophecy, the role of women in religion and the
universal hope for a better time. We will discuss themes of Judaism and change, religious
creativity, theology and mysticism (Gnosticism, Mithra and other cults), the role of the
prophets, the beginnings of the rabbinate, the powerful role of women, the function of
Messianic hopes, and the end of time.
Self, Community, and Service: Ethical Theory and Practice (3 units)
A rigorous examination of contemporary movement in ethical theory, focusing on the essential
need for moral meaning and its modern implications. Themes include questions of identity,
responsibility, perception of and relation to the other. Critical analysis of texts and key issues
will be performed and understanding of key issues will be deepened through a service
component that allows for active cultivation and expression of core values in the local
community.
Moral Philosophy (3 units)
This course will cover various theories of moral philosophy and students will develop their own
analytic and critical skills for ethical assessment. The course emphasizes an ethics from the
margins that includes race, gender, and class analysis of social issues that marginalized
communities face. To connect moral theory to real life, students will serve with non-profit
partners focused on the issues of impoverishment in our local communities.
Aquatic Ecosystems: San Francisco Bay Area (4 units)
This class provides a holistic view of aquatic ecosystems: water & soil quality as well as plant &
animal diversity. A major focus is comprehension how environmental issues like sustainability,
natural disasters, and invasive species affect humans then develop and implement a civic
project. The laboratory component includes gathering samples in the field and interpreting
data in the laboratory.
Bay Area Rocks: Geology of Northern California (4 units)
This class investigates the unique geology of the Bay Area and Northern California. It explores
how the geology and physical environment have and continue to shape the way people live
here. Topics include natural disasters, resource use and allocation, water rights, development
limitations and energy generation. Students will engage in a civic outreach project that benefits
the local community.
City as Text (1-3 units)
City as Text was designed by NCHC as a way to introduce individuals to the learning value of
place. At Dominican, the City as Text courses (Paris, London, Italy, etc.) combines travel, onsite learning, and research into a student's exploration of history, culture and place. Academic
trips have visited the following locations: India, China, Greece, Thailand and Vietnam, Berlin
and Prague, Ireland, and Italy.
GUIDELINES FOR COMPLETING HONORS CONTRACT
The Honors Contract enables you to construct a study project in lieu of a course, within a
course, or in order to take a graduate course for Honors credit. Honors contracts are
independent projects guided by faculty mentors. (See Appendix B, C, D, and E for the
guidelines for faculty mentors of Honors students, the Honors Contract, and the Honors
Contract evaluation for faculty and students) The contract forms are available in the Honors
Directors Office and the Registrars office. There are four kinds of Honors Projects, each of
which requires the completion of an Honors Contract.
1. Independent Study (an independent course of study with a faculty member focused on a
topic that is not part of the standard curriculum or independent travel that focuses on a course
of study and is monitored by a faculty member.)
2. Course Expansion (taking a course offered in the regular curriculum but working with the
instructor/mentor to develop a project that would expand the unit total of the course. For
example: a three unit course becomes either a 4, 5, or 6 unit course.)
3.Course-Conversion (taking a course offered in the regular curriculum, electing not to expand
the unit total, but working with the instructor to transform the course requirements into a
project(s) that further promotes the student's initiative and creativity and thereby designating
the course as Honors on the transcript.)
4. Graduate Course (An undergraduate student enrolls in a graduate course with approval of
the instructor and the graduate program coordinator.)
Honors work may not be taken on a pass/fail basis. All Honors Contracts are initiated by the
student. They require filling out and completing the Honors Contract (Appendix B), supplying
the complete supporting documentation and returning them to Dr. Diara Spain by the
published deadline. The deadline for the submission of Honors Contracts to the Honors
Director for the Fall and Spring semester is generally 3 weeks from the first day of classes.
The Honors Director informs the student of approval of the Honors Contract or suggests
necessary changes. A binder marked "Past Honors Contracts" containing successful and
complete Honors contracts is available for your review in the office of the Honors Director.
The Honors Contract Process
The Honors Contract process involves five steps:
1. Developing your project idea and finding a mentor
2. Writing your contract
3. Working on your project (research, writing, etc.) and meeting periodically with your
mentor (outside of class time)
4. Submitting your final product to your mentor
5. Completing your self-evaluation form, attending the end of the semesters Honors
conference, and being evaluated by your mentor.
The Contract is an important document: it becomes part of your Honors folder and speaks to
the quality and commitment of your work better than anything else can.
Step 1: Developing an Honors Project and Finding a Mentor.
You can begin this process from three points: you may know the faculty mentor you wish to
work with and not the project; you may have a project in mind but not a mentor; you may
know only that you wish to/need to develop an Honors Contract. In addition to yourself, you
have excellent resources available to you for consultation about your work: the Honors
Director, your academic advisor, the faculty, and your fellow students. Successful projects
grow in various ways, out of scheduling necessities as much as out of desire, inspiration or
insight.
The advising and registration period of the prior semester is an excellent time to begin this
process: you, the faculty, and other Honors students are thinking about your schedule of work
for the following semester. It often takes time for your project to germinate; you can complete
this form up to the contract deadline, which is three weeks into the semester.
Step 2: Writing the Contract.
The contract is your plan for the Honors Project. You will not always be able to anticipate at
the contract stage where your research will take you. However, in order to approve your
Honors Contract, the Honors Board needs to review in as much detail as possible what you are
proposing. In addition if the Board is familiar with the field, it frequently proves helpful in
making suggestions and offering additional resources.
The contract form has a front side of important information and a reverse side which requires
you to submit two typed copies of the nine sections below:
Sect. 1. Basic Information (self-explanatory).
Sect. 2. Project Title (self-explanatory).
Sect. 3. Description.
Perhaps the most challenging and most telling portion of the contract is the description.
There you are asked to sketch in the nature and scope of your project as fully as
possible: its central issue or theme, topic, problem or question. It is often best to
conceive of your project description as some question or problem that you wish to
investigate or resolve. The project description requires you to suggest both the breadth
of your exploration and the focus (if you know it already) of your research.
In order to fill this section out properly, you need to have several discussions with your
mentor, think about the topic, and do some preliminary general research (in a textbook,
or a specialized encyclopedia, or on-line) in order to get an overview. What is your
hypothesis as to the results of your work?
If in the course of your research, you and your mentor substantially modify your project
description, you should file an "Addendum to the Honors Contract" describing those
changes and signed by both you and your mentor.
Sect. 4. Methodology.
The project description tells what you are going to do, methodology tells how you are
going to do it. What kinds of research activities will be involved? Solely library research
in books and journals or other approaches as well? What resources do you expect to
use? You are encouraged to use multiple methods in pursuit of your research question.
The use of interviews, field trips, experimentation, participant observation or surveys
can provide a personal complement to your project. Library research must always be a
part of the process.
Sect 5. Select Bibliography.
While a full list of sources is not necessary at this point, you should give titles which
reflect the scope of the topic and show that you have assurance of available printed
materials on your topic.
Sect 6. Work Plan and Regular Contact with Mentor.
Your mentor is your critical resource. Establishing dates for progress reports and
stages toward completion provides a supportive framework within which you and your
mentor can work. General Plan: begin work on your project no later than the third
week of the semester; plan a due date that is no later than the last day of classes for the
semester. This leaves a maximum of ten weeks to research and write up your project.
Regular meetings with your mentor will keep you on schedule. Although an incomplete
is always possible, do not plan on it.
Sect. 7. Project Product(s).
The product of your honors work may be of various sorts. Your choice of product
should be directly related to the nature and method of your project; it should be chosen
as the best way to report your findings. If you choose to write a paper, a first draft
should be factored into your schedule. Other kinds of final products might be: a
journal with a final reflective essay, oral presentation, performance, creative work
(paintings, photos, portfolio of poetry) with essays. Your final product ought to reflect
in every way the best work you are capable of and pride in your project.
Sect. 8 Honors Credits Requested.
The total number of unit credits should be listed. Please keep in mind that the
California State Department of Education suggests approximately 45 hours of academic
work for each unit of credit.
Sect. 9 Signatures.
Have your mentor sign your contract before you submit it for approval to the Honors
Director.
Step 3: Doing the Work.
If you are loyal to your project, maintain your contact with your mentor, and talk about
research with friends and faculty, keeping it in the forefront of your mind, you will find you are
enjoying it and maintaining your work schedule. One suggestion is to keep a "To Do" list of
tasks that you cross off when you do them. Update and revise your proposal weekly, by way of
keeping yourself and your mentor aware of your progress and your work on target.
Step 4: Submitting your Project Product(s).
Completed projects should be submitted for evaluation to your mentor on schedule and to the
Honors Director. Projects are shared at the Honors Conference at the end of the semester.
Step 5: Evaluation.
This step is an important part of your learning process and it comes in three parts: selfevaluation, presentation at the end of the semesters Honors conference, and evaluation by
your mentor. Directions for self evaluation are in Appendix C. The evaluation should be
turned in to the Honors Director (via campus mailbox or office).
GUIDELINES FOR THE HONORS EPORTFOLIO
Portfolios help assess the educational experience of students in the Honors Program. Students
are required to begin compiling their portfolio from the first semester at Dominican. The
benefits of building a portfolio include:
a) encouraging and allowing students to preserve their best work,
b) providing Honors students and Honors Program Advisor/Director an opportunity to
measure their growth in a qualitative manner, and,
c) helping to provide a method of assessing the Honors Program education at Dominican and
providing feedback for continuous improvement.
As an alternate to a paper portfolio we are developing the format and implementing ePortfolios.
Our selected free online portfolio system is weebly.com. If you choose to complete an ePortfolio
please log in using a personal email so you can access the account post-graduation.
Your URL should be: FirstnameLastname-duchonors.weebly.com
Organization of the ePortfolio demonstrates creative and critical thinking skills. Students are
required to include a short introduction before each section (for example, at the beginning of
assignments written during their first year, or sophomore etc.) which will help transition the
reader. Students will include one paper from each Honors Seminar class, any papers written
for Honors Contract projects, as well as any presentation(s) prepared for a class, conference or
for delivery at a professional meeting. Graded papers should be included in the portfolio.
In addition, students will include a reflection paper written during their senior year and their
Honors Thesis. Students have the option of including articles written for campus Newsletters
such as The Penguin Press, as examples of a students role in campus organizations, art
exhibition, and sports.
The ePortfolio should contain the following headings in bold font as pages:
Cover Page which speaks about the student as an individual and what she/he expects
from the Honors education at Dominican (to be completed during first semester) and
Honors Handbook
Freshman Year overview/reflection
o FYE Honors Big History - Written Assignment (First Year)
o FYE Honors BH Through the Lens of - Written Assignment (First Year)
o Honors Science biological or physical science (any academic Year)
Sophomore Year overview/reflection
o Honors World Religions: Written Assignment (Sophomore Year)
o Honors Ethics: (Sophomore Year)
o Honors Science biological or physical science (any academic Year)
o Honors Colloquia : Written assignment (Junior or Senior Year)
Junior Year - overview/reflection (may include Honors Thesis)
o Honors Colloquia : Written assignment (Junior or Senior Year)
o Honors Science biology or physical science (any academic Year)
Senior Year - overview/reflection & Honors Thesis
o Reflection Essay: Written Assignment (Senior Year)
o Honors Science biological or physical science (any academic Year)
o Honors Colloquia : Written assignment (Junior or Senior Year)
Combine Service & Community Experiences
Service Learning: Written Assignment, brochures, etc (upon completion)
International/Multicultural experience: Written Assignment, travel journal, etc (upon
completion)
Special Recognitions
o Presentation(s) prepared for class(es) or for professional meetings (as available)
o Articles on DUC website, newsletters, or newspapers
o Other relevant information (as available)
Major
Thesis/Project
Title (tentative)
Thesis/Project
Advisor/first reader
Thesis/Project
second reader
5. You must be available for the scheduled oral defense of the thesis/project.
6. Submit a bound copy (with signed and stamped title page) of the Honors thesis to the
Honors Program office before Commencement or as soon as possible afterwards.
The Timetable
Because the granting of Honors status to a thesis is no light matter, readers must be given
adequate time to read and provide critical feedback. The following timetable is an essential
part of the process. Failure to meet its deadlines will in most cases make it impossible for the
Committee to grant Honors status.
1. While it is assumed that one's main reader will critique the thesis throughout the year, the
secondary readers must have adequate time and opportunity to critically respond to a draft of
the entire thesis. A penultimate draft must be submitted to the first and second readers no
later than October 28 for December graduation or March 28 for May graduation to allow
them time to read the thesis and you time to respond to their critiques. Drafts that are not
handed in on time or which are incomplete at that time may be excluded from further
consideration for honors.
2. The final draft of the thesis must reach all readers at least one week prior to the oral
defense.
3. The oral defense must be completed and the committee decision made no later than the last
day of the classes in a semester. Because of an increase in the number of students in the
Honors Program, when possible, the Honors Director will consult with the Department Chair to
schedule the defense. In such instances the duration and nature of the defense must meet
Honors Program standards.
FACULTY ROLES
1. The primary reader also serves as chair of your thesis and main resource person. S/he
guides the project and meets with you periodically to talk about it. In addition, they should
receive annual written updates and give written or verbal feedback on these draft versions.
2. Second readers: A student works mainly with the primary reader, but consults second
reader as needed or desired. However, the second reader must have an opportunity to read a
draft of the full thesis, before March 28 or October 26. Follow the timetable below.
Description
Some sections of thesis draft handed to
Honors Director.
Thesis advisor and second reader sign and
return form (Appendix B)
Program confirmation - exact title and
presentation time with readers
Final draft submitted to readers and Honors
Director
Thesis Defense
Fall
Defense
September 26
Spring
Defense
February 26
October 28
March 28
November 2
April 2
November 5
April 5
Mid - November
Mid- April
References (use the citation style specific to your discipline (APA or MLA)
Appendices (as applicable)
The Honors thesis/project should have the following major text sections. However, your
advisor may suggest a different format according to the conventions of your discipline.
Introduction, Literature review (as applicable)
Thesis/Project Description: research questions, hypothesis, or the focus
Methodology: materials and methods
Results and Discussion
Conclusion
GUIDELINES FOR THE ORAL DEFENSE OF THE HONORS THESIS
The Requirement of a Defense
Honors education stands in part for the cultivation of skills that are important in the public
realm. Chief among these is the ability to orally present and defend ideas. A thesis/project
that deserves the Honors designation, therefore, is one which is not only well researched and
written but is also effectively presented by its author in collegial dialogue with mentors and
peers.
The Nature of the Defense
The oral defense is to be thought of as a collegial conversation. Members of the examining
committee will engage the candidate in dialogue, asking questions based on their reading of the
thesis/project. The thesis advisor will usually ask the first questions-- allowing the candidate
to give, in effect, a general opening statement describing the thesis, its aims, and its structure.
Faculty members then ask their own questions - which are not supplied to the candidate in
advance. Thesis defense is open to the whole campus, family, and friends.
If the procedures for writing the thesis have been properly followed and, most importantly, if
the second reader has been properly consulted at critical junctures, the student should be
confident of successfully defending their thesis/project. Nevertheless, the defense is not a mere
formality. An adequate defense is a necessary, though of course not a sufficient condition for
an Honors thesis.
Duration
The oral defense should probably take about thirty minutes, though everyone should allow
for flexibility. After the defense, the faculty and Honors director confer on a decision.
The Committee's Decision
The Committee will reach one of two decisions: to grant Honors status to the thesis/project, or
to deny Honors status to the thesis/project. Readers should be able to tell if a thesis will
qualify as Honors before the oral defense. If the thesis is not honors worthy, the oral defense
should be canceled.
Communication of the Committee's Decision to the Candidate
Generally the candidate is immediately notified of the committee's decision. However, if for
some reason this is not the case, the candidate should arrange with his/her advisor a time
when s/he can be told of the committee's decision.
Communication of the Committee's Decision to the Registrar's Office
The Honors Director communicates the name of the student and the title of the honors thesis
to the Registrar so that the Honors Program Scholar designation and the honors thesis title can
be duly reflected on the transcript.
Appendix A.
Honors Courses in Relation to General Education Requirements
Approved Day GE
First Year Foundations (6)
Big History (3)
Approved Honors GE
First Year Foundations (6)
Colloquium (6)
Natural Science (4 - 8)
Aquatic Ecosystems (4)
Bay Area Rocks (4)
Courses in Italics and Bold are Honors Seminars which fulfill GE.
Appendix B.
Guidelines for Faculty Mentoring Honors Contracts
Contracting for honors credit is an option students may use to convert or extend a nonhonors course to receive honors credit. It entails an agreement between the student
and the course instructor and is monitored by the Honors Program. When the course is
successfully completed and the terms of the contract are fulfilled to the satisfaction of
the mentoring professor, the student receives honors credit.
The success of the contract approach to honors work is directly related to the
quality of the relationship between mentoring professor and honors student.
Therefore, regular meetings outside of class time, which produce substantial discussion
of the honors work as well as related concepts and material, are strongly suggested.
Other guidelines for honors contracts are as follows.
1.
2.
3.
The honors contract may include the presentation of the students work to
the class or other interest groups.
4.
5.
Appendix C.
Honors Contract
DOMINICAN UNIVERSITY OF CALIFORNIA HONORS PROGRAM
HONORS CONTRACT COVER SHEET
___Fall
___Spring
___Summer
Year: _______
COMPLETE THIS FORM AND THE HONORS CONTRACT PROJECT INFORMATION SHEET.
Refer to Honors student handbook for further details.
You must submit this form no later than the 4th week of the term to avoid penalties & petitioning
Name (last, first middle) _____________________________________________________________
Local Address of student _______________________________________________________________
Local Phone (
)______________
E-Mail: ___________________________________________
Major: _________________________
_____
_____
_____
Graduate course
Department: ___________________________________________________________________________
Course Number & Title: ________________________________________________________________
Mentor (Teacher): ______________________________________________________________________
Phone: _________________________
E-mail: ___________________________________________
________________________________________Date _____________________
Approved by
_____________________________________________ Date_____________________
(signature of Honors Director)
******************************************************************************
Registrars action:
Final Grade: _______ Instructors signature:__________________ Date:
(for Independent Study only)
Distribution: Registrar; Student; Honors Director; Faculty Mentor
________________
Appendix D.
Honors Contract Evaluation Form Student Form
Student Name:
Email:
Phone:
Course Number and Name:
Semester:
Project:
At the end of the each semester, there is an Honors Conference at which Honors students
share what they did for their Honors contracts and/or their Honors courses for the semester.
Students on contracts prepare a brief report (about one typed page) to bring to the conference
and to give to the Honors Director. The report explains what the student did for the contract
and how it contributed to the students deepening or broadening of knowledge. Did the project
change in any way over the course of the semester? Was the contract a good experience for
you? Why or why not? Besides the written report, students have a few minutes to talk about
what they did for this semester.
Appendix E.
Honors Contract Evaluation Form Faculty Form
Faculty Name:
Email:
Phone:
Name of Student whose Honors Contract you supervised:
Course Number and Name:
Semester:
Project:
Please comment on the Honors Contract work that you mentored this past semester. Was it
done in a timely fashion? Were there any problems? Was it a good experience for you? Are
you satisfied that the work was Honors work?
Do you have any suggestions for the Honors Board, the Director, or future Honors Contract
mentors that might help to make it a better academic experience for the student?
Please share any observations you might have about the Honors student you mentored this
semester.
Return this evaluation to Dr. Diara Spain's via email or campus mailbox. After I receive the
evaluation, I will initiate the process for payment of faculty. NOTE: If a student is enrolled in a
Graduate course or you are a 12 month faculty there is no payment.
Appendix F.
Multicultural/International Experience
You should meet the university GE Social Sciences requirement by completing one of the
following courses, check below which course you have taken:
____ HCS 1101 Sociology
____ HCS 1102 Cultural Anthropology
____ HIST 1776 Columbus to Clinton: US History 1492-1992
____ POL 1100 Introduction to American Politics
____ PSY 1100 - Introduction to Psychology
A) Experiences associated with an academic class may already have an appropriate
assignment to include in your portfolio. If you have fulfilled the honors requirement with
a multicultural or an international academic experience, please provide the following
information:
Course Name & Number: __________________________________________________________
Location/Country & Semester: ______________________________________________________
B) If you intend to participate in an international or multicultural experience not
associated with an academic class, discuss with the Honors Director in advance of the
event. You will need to develop a project or write a paper (4-5 pages). This should be
approved by the Honors Director and included in your Honors portfolio.
If you have fulfilled the requirement briefly describe the following: activity, date(s),
country/location, and duration.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
________________________________________ has successfully completed their international or
multicultural experience and fulfilled the Honors Program Requirement.
_______________________________________
Honors Director Signature
_________________________
Date
Appendix G.
Service Learning Experience
A) Students in the Honors Program are required to have a Service Learning (SL) course.
Check below if you have taken an Honors course with SL:
____ Hono 3500 Self, Community, and Service: Ethical Theory and Practice
____ Hono 3501 Moral Philosophy
____ Hono 3200 Aquatic Ecosystems: San Francisco Bay Area
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
_______________________________________
Honors Director Signature
_________________________
Date
Appendix H.
Thesis Title Page Format
<TITLE OF THESIS>
By
<Name of Student>
Submitted in partial fulfillment of the requirements of the
<INSERT DEPARTMENT NAME> and the Honors Program
Dominican University of California
<Year>
Department of _____________
Department of _____________
______________________________
(First Readers Signature)
Date:_____________________
_______________________________
(Second Readers Signature)
Date: ____________________
_______________________________
(Honors Directors Signature)
Date: ____________________
(name)
(name)
Appendix I.
Thesis Progress Form
This form is to be completed by two faculty members of the Honors Thesis Committee after
reading the students October 28/March 28 deadline draft. It is to be signed and returned to
the Honors Director Campus Mailbox or Office (Science Center 100). In order for the student to
proceed, members must be unanimous in the opinion that either the thesis is clearly of honors
quality or can be expected to be of honors quality (number 1 or 2 below). It is the advisors
duty to communicate the result to the student as to whether they should proceed or not.
on
________________________
DATE
Please check one of the following and add explanatory comment if necessary:
In my estimation:
_________
1. The thesis is already clearly of honors** quality (and requires only a final
drafting).
________
________
4. Other. Explain.
_________________________________________________ ________________________
FIRST READER/FACULTY NAME
DATE
** There is no unequivocal, objective standard for what constitutes honors. Each faculty member must
rely on his or her own informed sense of this, presumably in relation to other Dominican student work.
1. The thesis is already clearly of honors** quality (and requires only a final
drafting).
________
________
4. Other. Explain.
_________________________________________________ ________________________
SECOND READER/FACULTY NAME
DATE
** There is no unequivocal, objective standard for what constitutes honors. Each faculty member must
rely on his or her own informed sense of this, presumably in relation to other Dominican student work.