Requirements for Graduation with University Honors | Requirements for Graduation with Departmental Honors |

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Who are Honors Students? | Honors Courses | Honors Course Characteristics | Propose a Course | Teaching Information | Opportunities for the Classroom | Honors Faculty Advisory Council

Mission Statement

   The goal of the Honors Scholars Program at the University of North Carolina at Wilmington is to provide academically talented students with innovative and unique educational experiences.  The program encourages curiosity, critical thinking, and independent work skills by offering exciting academic and cultural activities as well as the opportunity for close working and social relationships with the faculty.

Program Overview

 The Academic Program

In Fall 1994, UNCW began a four-year honors program to complement the existing senior honors project program.  Students are invited to apply to the program as incoming freshman based on their high school record and SAT scores.  Other students may enter the program later based on their academic record while at UNCW or their transfer record.  In the first two years, students take a combination of honors seminars, honors sections of basic studies courses, and courses from the regular curriculum.  In the last two years of honors work, students complete requirements in their major disciplines and further independent scholarship in a six-credit senior capstone project in their major.  Students may successfully complete all four years in honors to graduate with University Honors and honors in their major, or complete the last two years of honors work in their major for Departmental Honors only.  Graduation with honors is noted on the transcript and students receive medallions designating graduation with honors.

Requirements for Graduation with University Honors:                        

      To graduate with University Honors and Departmental Honors:

(1) complete at least 12 credit hours of basic studies courses honors sections. *

(2) complete 6 credits of "Interdisciplinary Honors Seminar"  (HON 110 in fall of freshman year; HON 210); *

(3) complete 2 credits of "Honors Enrichment Seminar " (HON 120)

(4) maintain academic eligibility: at the completion of 27 credit-hours at UNCW, an overall grade point average of 3.0 or better in all coursework is required.  An overall grade point average of 3.2 or better must be established by the completion of 58 credit-hours and maintained thereafter.

(5) complete requirements for Departmental Honors (see below)

*Note:  students entering after the first semester of the freshman year must complete HON 210  (3 cr.), two credit  hours of HON 120, and at least 9 hours of honors basic studies.

Requirements for Graduation with Departmental Honors:

            Departmental Honors at UNCW provides the opportunity for superior students at the junior-senior level to engage in an advanced independent scholarly project in a specialized area under the supervision of a tenure-track faculty member in the student's major field. This independent study should be outstanding scholarly work appropriate to the academic standards of the student's major discipline, and should be completed in two 3-credit hour semesters or three 2-hour semesters.  A student who fulfills requirements for Departmental Honors will be acknowledged as such upon graduation. 

    A student who previously has not participated in the Honors Scholars Program may qualify as a candidate for Departmental Honors based on the student's grade-point average. Students with at least 74 semester hours credit who have a grade point average of 3.2 or better on all college work attempted (includes transfer credit), who have completed at least 30 semester hours of work with a 3.2 or better grade point average at UNCW, and who are recommended by the major Department Chair and Dean are eligible to enroll in coursework with a 499 designation which indicates honors work in that discipline.  Academic departments may require a higher grade point average for eligibility for Departmental Honors in their discipline.

   Candidates for Departmental Honors may fulfill preparations for senior capstone work beginning in the junior year.  Each department or academic unit will determine the appropriate junior level experiences for its majors. Honors Scholars are encouraged to begin planning their Departmental Honors work as soon as possible. The senior honors project is normally initiated by the student, who will approach a faculty member with an idea for a project.  Faculty are also requested to encourage their best students to participate. All tenure track faculty are eligible to supervise honors projects or serve on honors committees.

        The specific project and its content and methods are the choice of the faculty supervisor and student.  Research projects are appropriate in all disciplines while artistic performances or exhibitions, internships, or service projects may satisfy the requirements of the project in some disciplines. In all cases, an oral examination and a written record such as a research paper or project description, are required. 

     Students formally enroll in Departmental Honors by completing form DH-1 available at the honors office.  Detailed instructions for setting up Departmental Honors projects are explained in the booklet, A Guide to Departmental Honors for Students and Faculty that can be found in department offices or requested from the Honors Program office.

While the content and style of the honors project appropriately vary across disciplines, there are common features across areas.  The honors project represents a comprehensive scholarly work in the student’s major area.  By definition, it is more than a semester project or term paper, and thus goes beyond the scope of an independent study class (DIS) or regularly offered class in the student’s major.  While the honors project need not be a scientific research paper, this model may be useful for the student and the faculty member to follow in setting an outline, guidelines and parameters.  Individual departments are urged to discuss the content, format, and style of honors projects that would be acceptable and appropriate for that discipline.

Outline 

The honors project typically involves extensive background research and reading regardless of the major area.  This may be reflected in an Introduction, Background, or Literature Review section.  The purpose, hypothesis or goal of the project should be clearly stated.  The student should describe how the project was conducted, as in a methods and materials section.  There should be a section for presentation of the “meat” of the project- whether that means statistical analysis of empirical data, the text of the musical score, the critical review of particular works of literature, a collection of short stories, etc.  In most cases, there should also be a discussion and analysis of the findings of the project with a section considering whether the goal(s) of the project were met.  In addition, a summary paragraph or abstract presented at the beginning of the honors paper is useful.

 Meetings

While there are not formal requirements for the faculty mentor and the student to meet every week, most honors project teams find it helpful to set a specific time to meet every week or every other week. In addition, while there are no formal requirements for what the student should have completed each semester he or she is taking 499, most students and faculty find it beneficial to set mid-project deadlines.  This helps identify problems before they occur.  You may find that there need to be changes to the project as originally proposed and as long as the faculty member and committee are in agreement about minor changes, no additional paperwork needs to be done.

Final Paper and Defense

    The student should not submit a draft of the honors paper to the faculty committee until the honors supervisor has approved the draft.  The student should have a supervisor-approved draft to the faculty committee 2 weeks before the oral defense date (which should be no later than reading day of the project completion semester).  The purpose of the lead time is to allow the faculty members a week to review the paper, give comments back to the student and supervisor, and then give the student time to make changes before the oral defense.

    The honors council representative should review the supervisor-approved draft for general style format so that the student may make 100% cotton copies of the title page to take to the defense.  The student may use whatever publication style is appropriate for the discipline.  It is the responsibility of the student and faculty committee to make sure the student has followed the appropriate style for the discipline, and the student is responsible for proof-reading.

     It is the charge of the faculty committee to provide feedback on the written paper and a challenging oral defense for the student.  While there is not one set oral defense format, most defenses use a format similar to that of a master’s thesis defense.  Here are some suggestions:

    The student should present an overview of the project, either to a public audience or to the faculty committee alone.  Many departments schedule an open defense so that other students and faculty can hear a general overview of the project and then ask general questions about the project.  This is the most desirable format because it allows: 

-         the student to hone his or her formal presentation skills,

-         the student to develop slides or a multimedia presentation if appropriate,

-         other students the opportunity to see an honors defense,

-         faculty to become better acquainted with each other’s scholarship interests,

-         the department to ensure consistent standards for departmental honors projects.

    After the overview, the committee should discuss the project and its implications with the student to ensure that the student can defend his or her work at a junior colleague level.  While this is meant to be a challenging experience for the student, if the student is well prepared, it can actually be an enjoyable intellectual experience! 

After the committee has asked all its questions of the student, the student should leave so the faculty can deliberate about the student’s demonstrated grasp of the project.  While grading the 499 hours is the sole responsibility of the faculty supervisor, the supervisor will typically ask for input about the paper from the committee who may make suggestions for improvement.  The signatures on the title page itself indicate that the student passed the oral defense.  In some cases, there may be extensive suggestions to the paper itself, and the faculty supervisor and committee may wait to sign the title page after those changes are complete.

 Final Copies

   Final copies of the paper on 100% cotton should not be made until after the oral defense, as changes may be necessary.  Cotton paper can be purchased at the campus bookstore or other office supply stores.  It may be more economical for two honors students to buy a ream of paper to use for the required cotton copies.  Students can take the paper to a copy store and have copies made- this is usually cheaper than having the copy store provide the cotton paper.

     Once all signatures (except that of the Honors Director) are obtained, students can take the two required copies to the bookstore on campus for binding- two copies are bound at no charge to the student.  Typically this is a quick process and usually the student can wait while the binding is done.  The copies, plus an extra title page with original signatures, must be turned in to the Honors Office by noon of the last day of exams.

 Grading

     Only one grade is assigned for the 499 project- during the semester the project is completed.  Since the honors project spans at least two semesters, an IP (in progress) score is submitted by the registrar and shows on the transcript until the final grade is turned in.  This IP score does not affect the student’s GPA.  The honors project is graded using the same grading scale as other classes and so +/- may be used as appropriate.  Because the grade can only be released after the honors director notifies the registrar that student has turned in all bound copies of the project, the faculty supervisor should email or memo the student’s grade to the associate registrar- SEAWEB will not work for assigning the grade.

 UNCW DEPARTMENTAL HONORS

Quick Checklist for Student and Faculty Supervisor

___ Form DH-1 completed, signed and filed in Honors Scholars Program Office by student (hours and GPA check)

___ DH-2 form and copy of approved DH-1 form sent to faculty supervisor

___ Form DH-2 completed by supervisor, student, signed by committee members, department chair, and Dean;  returned to Honors Office by 9 AM on last day of drop/add.

___  Director of Honors Program informs registrar to enroll student in 499. 

___  Do the Project!

___  Student/supervisor schedules oral examination

___ Three copies of Title Page signed by faculty supervisor, committee, and honors council representative; bound copies of paper turned in to Honors Scholars Program, director signs title page and sends memo to registrar; thesis filed in library.

___Supervisor emails or memos registrar with grade (can not be graded on SEAWEB).  Send grade to Associate Registrar Murrie Lee (leelm@uncwil.edu) while logged in on UNCW account.

___ Celebrate honors completion!  “Medallioning” ceremony for graduates and supervisors each Spring and Fall semester.

GPA Requirements to Graduate with Departmental Honors

In order to graduate with departmental honors, a student must successfully complete the Departmental Honors Program and have a 3.2 quality point average over all college work at the time of graduation.  A student who does not retain an overall average of 3.2, however, will still receive credit for the honors project, but will not graduate with honors.

Note: If student intends to complete an honors project for August graduation, please contact the faculty representative from the Honors Advisory Council and the director of the Honors Scholars Program before the end of the preceding Spring semester to ensure that the representative will be available to approve the final paper.

 Incomplete

If student will be unable to complete the project as indicated on Form DH-2, the faculty supervisor should inform the faculty representative of the Honors Council and the director of the Honors Scholars Program as soon as possible and assign a grade of incomplete.  Please inform the Registrar and faculty representative from the Honors Council and the director of the Honors Scholars Program as soon as actual completion date is known.

 Withdrawal From Departmental Honors

If a student is doing satisfactory work but has to withdraw, the faculty supervisor may assign the student a letter grade (A, B, C, etc.) and credit for an appropriate number of hours (0 to 3) of 491 Directed Individual Study.  The faculty supervisor will state in writing to the Registrar the reason for the change, and notify the director of the Honors Scholars Program.  Please notify the Honors Office as soon as possible as withdrawal may affect financial aid, tuition, etc.

 Double Majors

Departmental Honors is earned in the student's major area, e.g., the student graduates with departmental (or University) honors in psychology.  If a student is double majoring, honors can be earned in either or both majors.  To earn honors in both majors, the student must complete two honors projects.

Interdisciplinary Projects

Sometimes a student is majoring in one discipline and conducting research in a related area.  An honor's project may be co-chaired by faculty supervisors in both areas (e.g., history and English).  If the student is majoring in history, the student will graduate with honors in history.  Thus, the history professor must be noted as the student's primary chair (e.g., the person who receives the 499 grade sheet).  If the English professor is playing a key role in supervising the research, then both professors should be noted as co-chairs on the DH-2 form and on the title page of the honors paper.  (Chairs from both departments should sign the DH-2 form).  Because the student is earning honors in history, there should be three history professors on the committee (counting the co-chair) and the English professor serves as the co-chair and outside major department committee member.  The student may elect to have an additional committee member(s) from English (or another discipline).

Faculty Supervisor Changes

If the faculty supervisor changes after the student is already registered for 499, the chair of the department should notify the director of the Honors Program in writing.

Honors Co-Curricular Activities

An honors education takes place both inside and outside the classroom.  Honors Scholars are encouraged to participate in cultural enrichment activities on the campus and in the Wilmington community.  Some examples are:  the "fall lyceum" trip in conjunction with the freshman seminars; sponsored speakers and discussion series; field trips; honors teas; and community service projects.  Additionally, the program has limited funding to assist students in the purchase of tickets for required events.  Honors Scholars are encouraged to participate in campus activities such as tutoring, student government, service organizations, team sports, student clubs, and cultural experiences.

 Honors Residence

     The Honors House is the designated honors residence.  The majority of freshman honors students live there, as well as some of the sophomores.  One or more honors mentors live in the residence hall with the students to organize programming and assist with the students’ adjustment to university life through the honors experience.    The Honors House has a 24/7 computer lab, a classroom, and several study lounges.

Honors Scholarships

     Each year, the Honors Scholars Program offers opportunities for outstanding students to compete for merit scholarships. The Faculty Honors Council determines the recipients.

Honors Students: Who are they?

 Any description of honors students is institution-specific, but in general, honors students tend to be:

            • high achievers in high school

            • intelligent, but not necessarily skilled in all subjects

            • creative, if given opportunity will learn and demonstrate learning in unconventional ways

            • hard-working and motivated

            • self-starters

            • expressive both orally and in writing

            • concerned about grades as well as learning for its own sake

            • a heterogeneous group, varying in interests, abilities, and success in adjusting to college life

 How do they get into the Honors Scholars Program?

    Students are invited to apply to the honors program as incoming freshman based on their high school performance, SAT scores, and rank in class.  Students at the freshman and beginning sophomore level already at UNCW may apply based on their GPA or faculty recommendation.  Students may begin the program as juniors or seniors in departmental honors based on their GPA, hours completed, and faculty recommendation. 

     Faculty should feel free to recommend their best students for honors courses and departmental work, and send them to the honors office for more information.

 Honors Courses

    In addition to the senior honors project, there are two main types of honors course offerings:  honors sections of basic studies courses and honors seminars.  Honors contracts are also possible.

     Honors Basic Studies Courses

     Each semester, several sections of honors basic studies courses are offered on a rotating basis.  These sections are normally limited to 20 students to enhance student-faculty interaction.  Any basic studies course is eligible to be taught as an honors section. 

    Honors Seminars

 HON 110.  Freshman Interdisciplinary Honors Seminar (3)  Prerequisite: Formal enrollment in the Honors Program or consent of the Director.  Introduces the honors student to the college experience by direct involvement in research, service and leadership activities.  The nature of knowledge; the concept of a university; how a university education changes individuals and affects the future.  Includes field experiences, collaborative learning and independent scholarship.  Emphasis on discussion; required student projects.

HON 120. Honors Enrichment (1) Prerequisite: Formal enrollment in the Honors Scholars Program or consent of the director. Students study a specialty topic and participate in a variety of related enrichment activities on the campus and in the community. By direct contact, students have the opportunity to broaden their educational experience in both traditional and contemporary forums. Discussion and brief written assignments. May be repeated under different subtitles, for a maximum of three semester hours. May be repeated for a maximum of 3 semester hours.  Examples are Hypermedia Technology, Bohemian Prague: Page and Stage, Luscious Literature, African American Preaching, Exploring Leadership, Animals & Society, and Exploring the Coast in Art & Literature.

HON 210  Topical Interdisciplinary Honors Seminar (3) Prerequisite: Formal enrollment in the Honors Program or consent of the director.  An in-depth investigation of a special topic using the approaches of several disciplines; may be team taught.  Topics and approaches vary.  Examples are Controversy Through Music, The Sixties, Nature: Science and Literature, Debating Race and Social Justice, The Moral Imperative, Wit and Wisdom of the South, Models of the Mind, Anthropology of Human Sexuality,  and Nature & Nurture.

     Honors courses are opportunities for faculty to offer challenging courses in both traditional and innovative formats.   Honors programs are often the home to courses that are a part of the regular curricula but may have been cut for reasons of cost-efficiency.   On the other hand, honors programs offer opportunities for innovation and experimentation.  They offer a "safe" place to try new teaching techniques, new course material, or interdisciplinary approaches without a lengthy curriculum approval process.  The honors seminar can be the place for faculty to teach the course they've always wanted to teach or respond to specific student course requests.

            Teachers of Honors Scholars are encouraged to be flexible and creative in teaching their subjects.  This is a chance to break out of a concern for grades and for the regulations necessary in mass education.  Instead this is an opportunity to concentrate on developing long-term benefits, particularly those that derive from the transmission of a basic love for learning. (from the NCSU Honors Handbook)

Honors Contract Courses

        Another way to teach at honors level is to contract with a particular student(s) in the regular section of your class.  With the mutual agreement of student and faculty (and approval of the department Chair and Honors Director), any 300 or 400 level departmental course may be offered as an honors course on a contract basis.  The student and the faculty member sign a contract at the beginning on the semester (no later than the end of the drop-add period) detailing how the course will be enhanced as an honors course.  This may mean additional in-depth research, projects, co-teaching, scholarly or laboratory work, collaborative teaching, etc.  Successful completion of the contract with the student earning at least a B (3.0) in the class would result in the course being designated as "honors" retroactively on the student's transcript.  Please see appendix for sample Honors Contract Form.

       Contract courses are ideal for offering your best majors an honors section of an upper-level class.  In some cases, contract courses may be used for basic studies sections as well.

 (…Adapted from Beginning in Honors by Sam Schuman, former President of the National Collegiate Honors Council)

 Size: 

Small sections (5-20 students) allow more discussion and interaction.

 Content and presentation:         

 Honors courses typically:

    §         have less lecturing and predigesting of material by faculty;

§         approach the material to be covered more selectively;

§         make more use of primary sources and original documents; 

§         encourage critical thinking and independent scholarship;

§         discourage passive note-taking;

§         encourage student adventure in learning with focus on open discussion;

§         follow a colloquium or seminar format

§         allow professors and students to take risks

Work/Assignments:

     Honors courses make greater use of independent scholarship and student-directed projects where possible.  It is crucial that they involve not merely more work or harder work, but more in-depth analysis, creative expression, and work directed to the students' level. As a general rule, instructors should not require substantially more reading.  Even though these are capable students, they may not read faster than their peers who are not honors students.  In fact, some evidence shows that many honors students read more slowly than average because they read more closely and carefully.  We tell the students to expect that honors courses will be more challenging than the non-honors sections, but that they are not harder just for the sake of being harder.

   Since it is our goal to encourage the development of critical thinking and independent work skills, it is entirely appropriate to require more complex and innovative assignments.  This may make the course more challenging, but also potentially more rewarding for the students and the faculty.  However, this is not the time to teach a graduate seminar, but to offer a more intensive version of an undergraduate course.

 Teacher/student interaction:

     Honors courses usually involve more study of the process of discovery; more feedback on writing and discussions; more individual attention through more frequent teacher-student conferences and other student-teacher contact out of the classroom. Honors courses encourage us to redefine ourselves as teachers and re-think the line between teachers and learners.

 Grades:

     Honors Scholars are normally students who will be making A's and B's in their regular classes.  Since clustering of grades can sometimes pose a problem for instructors, the following observations and guidelines may be helpful.

     It is counter to the goals of the Honors Scholars Program for students to be penalized for taking honors courses.  Therefore, to assign grades on the basis of a normal curve would in effect hurt them and be detrimental to student morale.  A more reasonable method would be to grade based on comparative performance.  If the work done would earn an A or B in a regular section of the same course, it should receive the same grade in an honors course. Theoretically, all students in an honors section could receive an A in the course. 

     In some cases, honors students are asked to perform at a higher level than in regular classes.  They may be asked for more in-depth class participation, independent work, and analysis.  The grades should reflect this higher level of expectations, and take into account the degree of difficulty.  

   Honors sections and students, on the other hand, are not guaranteed high grades. If a student does not put forth effort or does not achieve the appropriate mastery of the material, the grade should reflect the lack of achievement.

 Who May Take an Honors Class?

    Honors courses are open to students formally admitted into the honors program, and, if space is available, to any student who maintains a GPA of 3.2 or better.  Please encourage your best students to try an honors course, and feel free to solicit good students to join the honors class you may be teaching.  If you have a non-honors student you’d like to join your class, please contact the Honors Office so that we can assist with registration.

What Does the Honors Program Offer Instructors?

§         the chance to work with highly motivated and talented students

§         small classes

§         opportunity to introduce innovations into the classroom

§         the chance to work in interdisciplinary teaching teams

§        support from the Honors Office

            Honors Seminar Room:  The seminar room in the Honors Office in Randall Library is available for scheduling honors courses.  It will comfortably accommodate 16 students. The room may be reserved for additional class meetings or study.  There is access to a multimedia system and internet.

             Honors House Classroom:  The classroom in the Honors Residence Hall will comfortably seat 16 students.  We have access to multimedia equipment on a check-out basis. 

            Funds:  The Honors Program can often help with funds for class travel, such as van rental for local field trips.  Also,  we have a small trust fund to assist with required activities such as cultural events.  If you have any unusual supply requests, we may be able to assist.

             Workshops:  Each semester, the honors program offers seminars in honors teaching for new and returning honors instructors.  In addition, as needed, we hold a mid-semester meeting to discuss issues of concern.  We also offer at least one honors-related lunchtime workshop each semester through the Center for Teaching Excellence.

             Center for Teaching Excellence Summer Teaching Initiatives:  CTE offers summer teaching initiative grants for developing innovations for teaching existing courses.  This is the ideal way to re-tool a basic studies class for honors presentation, or to develop an honors seminar.

How Do You Propose an Honors Course?

    Each semester, the Honors Program distributes course proposal forms to all faculty (see appendix for a sample of this form).  Faculty have the opportunity to teach honors sections of basic studies courses as well as the freshman seminar (HON 110), and the topical seminars (HON 210) and enrichment seminars (HON 120).  Typically, the faculty member(s) involved suggest a course, obtain the approval of their department chair, and then submit the course to the Honors Program.  From the proposals submitted, courses are chosen by the Faculty Honors Council based on how they meet the needs of the program in a particular semester.  Link to Course Proposal Form here.

     Faculty may teach honors courses as part of their regular course load or on an overload basis.  When the course is a basic studies course, it is usually taught as part of the faculty member's regular load.  Funds may be available to replace faculty teaching a small section of a course that would normally be quite large.  Honors seminars can be taught as part of a faculty member's regular load, or on an overload basis.  In any case, all credit-hour equivalents for honors courses are credited to the department.  In the case of team-taught courses, the credit-hour equivalents are divided evenly, and credited to the departments of the participating faculty.

When You Teach an Honors Course--- Useful Details....

 Book orders/Course Forms:

    For the HON courses, the honors office handles the book orders and receives your course rolls.  The honors basic studies classes are processed through the departments. 

 Honors Calendar:

    We publish a monthly calendar of events for honors students.  Please feel free to contact the office with any item you would like to see included.  These are distributed via the honors seminars each semester and to all faculty teaching honors sections.

 Honors Web Page:                            

The Honors Program web page is:  www.uncwil.edu/honors                 

Honors Scholars Association:

             The students have formed their own association that is an official SGA organization.  As such, they have funds available for activities.  They are involved in campus and community service activities as well as social events.  HSA has several meetings a semester and publishes a monthly newsletter.   The HSA meetings and newsletter can be a useful network through which to publicize your classroom activities or co-curricular events.  Announcements of HSA meetings are placed in the honors calendar and posted in the honors office.

 Special Honors Events:

    We will inform you as soon as possible about any special honors events that are scheduled.  These may include lyceum trips, receptions, special speakers, etc.  It would be a great favor to us and the students if you would consider these events as a factor when scheduling deadlines, tests, etc. 

 Academic advising for Honors Scholars:

    Before honors scholars declare their majors, they are advised by the Director and Associate Director of the Honors program and two designated faculty honors advisors, Dr. Sally MacKain and Dr. Diane Dodd.  The honors advisors are familiar with the requirements for the honors program as well as those of basic studies and the various majors.  Drs. Bruce, Myers, MacKain, and Dodd will set up individual appointments to assist in course selection and program planning, as well as to address any other questions about the academic progress.  Students normally meet with their advisors at least once a semester to discuss their academic progress and arrange their schedules for the following term. Even after students declare their majors, the Honors program continues to follow their progress.

§         Teaching honors basic studies sections

§         Teaching honors seminars

§         Guest lectures in the Honors Freshman Seminar

§         Honors General College Advising

§         Honors contract work

§         Directing senior honors projects

§         Being the faculty director for the Honors semester at the University of Wales at Swansea

                                      Additional Resources

For information about the requirements and procedures for completing departmental honors, please consult A Guide to Departmental Honors for Students and Faculty, available from the Honors Office and Departmental Offices.

 Visit the Honors Scholars Program on the World Wide Web at:  http://www.uncwil.edu/honors/

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