For example, most of our honors students place out of the first-year composition course, so it is entirely possible for them to graduate without having taken a course that involves heavy-duty writing. I would argue that the ability to write effectively is the most important skill a student should have. Is there some way to build this into an honors program before a student begins work on a senior thesis?
Kevin Knudson:
April really is the cruelest month. I discovered that firsthand this year, as the changes I have made during my two years as director of the University of Florida honors program began to take effect. Our application procedure, once a mere formality, now de-emphasizes standardized-test scores and has caused some students to be turned away. The resulting torrent of angry phone calls and e-mails made me dread going to work all month.
May put an end to that, but it gave rise to a new stream of questions, mostly about housing. One parent made multiple requests for a layout of the honors dorm so she could ensure that her son’s room location was optimal.
Has it really come to this? Are honors programs devolving into concierge services? I approach my role as director from the point of view I held as a student more than 20 years ago–that honors is a challenge to engage–but find myself confronted with parental and student expectations that honors is nothing more than a reward for a job well done in high school.
Which raises the question: Why do students want to be in our honors program? I hope they want to surround themselves with serious, like-minded peers to form a real intellectual community. But my darker suspicions about their motivation were confirmed when, during dinner with a few students, one said that the impression he’d received during his visits to the campus was that honors was like flying first class. You know: smaller classes, easier access to advising, better dorm. Further reflection led me to realize that students at universities like Florida have always been “honors students,” and that the label is important to them (and their parents). Why would they accept being just a “regular” student here? I suppose that attitude is a natural outcome of today’s K-12 achievement culture, but it is shocking nonetheless.
Perhaps we should not be surprised. Honors programs were created with good intentions, but it did not take long for them to be perceived as “better” than the regular university experience. Today’s parents and students pursue any avenue they think will give them an advantage, beginning in elementary school; hence the proliferation of honor societies, tutoring services, test-preparation courses, and leadership programs. Students are sorted and ranked by their test scores and other metrics from the time they enter school, so they expect that the process will follow them to college.
Critics of honors programs, most notably Murray Sperber in his book Beer and Circus, say this division between “regular” and “honors” students should not exist. Sperber recalls his undergraduate days at Purdue, in the 1960s, when all classes were of reasonable size, taught by regular tenure-track faculty. State flagship institutions, he argues, should stop exploiting large numbers of undergraduates (and taking their tuition dollars) to support ever-expanding research enterprises and instead return to a focus on education. He asserts that while students would like smaller classes and more individual attention, universities cynically ply them with permissive alcohol policies and large athletics programs to keep them quiet. Honors programs, he argues, are a “life raft” for a few lucky students to navigate those treacherous seas.
I agree with some of Sperber’s arguments, but I am enough of a realist to know that the ship has sailed. Business-minded legislatures are demanding more education while offering less money to pay for it. They expect flagships to produce cutting-edge research that will drive states’ economies. They are also loath to authorize tuition increases, thereby forcing universities to increase class sizes and find other ways to generate revenue. So a return to the glory days is unlikely.
But Sperber misses an important point: Many students view college simply as a means to an end and are not especially engaged in the educational process. This does not make them unintelligent or unworthy of attending a selective public university, but it does not obviate the need for an honors program to challenge students who are seeking more.
So what does the future hold for honors programs at large public research universities? I suspect that those institutions that have the resources to do so (usually via endowments designated to support honors) will very likely continue much as they always have–offering small sections of lower-division courses, recruiting faculty to teach interesting electives on offbeat topics, providing specialized advising, facilitating undergraduate research. In short, offering what they advertise: a liberal-arts-college environment within a large university.
Since honors students at selective public universities meet most of their general-education requirements through advanced placement, perhaps it is time to shift the focus of the honors curriculum to the sorts of skills that these students may still need to improve. For example, most of our honors students place out of the first-year composition course, so it is entirely possible for them to graduate without having taken a course that involves heavy-duty writing. I would argue that the ability to write effectively is the most important skill a student should have. Is there some way to build this into an honors program before a student begins work on a senior thesis?
I also worry that, by skipping general-education courses, students may miss out on acquiring a deeper understanding of material they learned in high school. One step I am taking to combat this at Florida involves a new course built around the concept of justice, to be offered to all first-year students in the honors program as of next spring. The goal is to give our students a common intellectual experience that will help hone their critical-thinking and writing skills. We also encourage our students to pursue double majors, to study abroad for a semester, or to get involved in research.
But those are technical matters. In my view, a philosophical change is needed. We should move away from the notion that honors is an upgrade to first class, one to which students are entitled merely because they scored well on some dubious standardized tests. When I speak to groups of prospective students, I emphasize this point, explaining that honors is a challenge, not a reward, and that moving from high-school honors to university honors is shifting from a culture of achievement to a culture of engagement.
That should be an honors program’s true function–engaging students who want to push the boundaries and helping them find ways to do it, rather than providing further empty rewards for students who jump through hoops with style.
