The courses in the Honors Program are designed to provide challenging learning experiences, to investigate compelling and controversial ideas, and to require students to take charge of their learning by being actively engaged in the learning process instead of being passive receivers of information. Involvement in honors courses allows students to exercise their intellect and develop their potential to the greatest degree possible.
The honors faculty acts as intellectual mentors for students in the Honors Program, serving as role models of academic rigor, critical reflection and analysis, and the integration of ideas from different disciplines. Faculty members who teach in the Honors Program also function as academic advisors to honors students.
Students who become involved in the Honors Program should strive to love ideas and the discussion of them, not fearing intellectual debate. Honors students are able to listen to others' ideas with respect, no matter how much those ideas might conflict with personal sentiments. They embrace their college opportunities, demand the best that the College can offer, and are willing to risk the analysis of an idea for its improvement and for the individual's greater understanding. They desire a life of learning.
If you meet two of the following criteria upon application to The College of St. Scholastica, you will be invited by letter to interview for the Honors Program:
If you wish to participate in the Honors Program, but do not meet two of the three criteria above, you may still apply to the Honors Program by contacting the Honors Director. The director may allow you to participate in the Honors Program based on a successful interview.
In order to graduate with an Honors Designation on your transcript, you must meet the following criteria:
Contact the Honors Program Director, Dr. Debra Schroeder at firstname.lastname@example.org.
"Often my honors classes will be officially over and we'll still be talking, simply because the topic hasn't been resolved yet. This momentum spreads to my other classes, causing me to engage further because I now know how to push the envelope and seek out further meaning in class."
– Amy Blakeslee, '15