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- UMF Honors Program | Programming
EVENTS Honors hosts events monthly through the fall and spring semesters. The year starts off with a welcome barbecue for the incoming class followed by fall festivities such as apple picking day, Halloween movie marathon, holiday house decorating, conferences/workshops, and more. The year concludes with an annual Honors Banquet to recognize student achievements. Events are announced via the Honors listserve and through various social media platforms. Event Photo Gallery EXPERIENTIAL LEARNING A new addition to the program, Honors is in the process of collaborating with organizations in Guatemala for a 9-day adventure of volunteerism, conferences on cultural living, and Spanish language lessons. Stay tuned for more information in the fall. Read More VOLUNTEERISM Track Volunteer Hours Here What is Volunteerism? The use or involvement of volunteer labor, especially in community services. Why should I volunteer? People worldwide volunteer for many reasons such as to help eliminate poverty, to improve health and education, environmental issues, assist those afflicted by natural disasters, and to combat violence against women and children, and many other reasons. In any situation, the purpose is to contribute to the betterment and well-being of people and communities. More than one billion people volunteer globally, playing a critical role in their communities. Volunteerism focuses on values of solidarity, mutual trust and empowerment, and also creates a sense of belonging to the volunteer too. Honors Program requires students volunteer 20 hours annually, which could be during the semester or summer and winter breaks. You may volunteer at any location whether it is through United Way or elsewhere. Wherever you choose, you may utilize the United Way site to record your hours. It is easy to sign up, just click to download directions. here HONORS DEVELOPMENT GROUPS HDGs are designed to help build a cohesiveness for incoming students. Fall 2018 represents a pilot program in which 9-11 students per group will be offered to join. What Are They? EVENTS COMMITTEE & HONORS CLUB These two activities are student-run, and if you would like to become a member either of these two activities, please contact us for more information. Click below to see the role responsibilities. Role & Responsibilites HONORS COUNCIL STUDENT REPRESENTATIVES Honors Council has 3 positions available to students. Statements of interest are sought in May for the next academic year. Role & Responsibilities
- Cardboard Regatta at Sandy River! | umf-honorsprogram
Honors Program Cardboard Regatta Guidelines What - a fun boat race on the Sandy River in a boat you and your team construct out of cardboard. When - Saturday September 14, rain or shine. A light BBQ and boat design prizes will follow the race. Where - Deliver your boats by 10am to Front Street in Farmington. There is a dirt parking lot next to the athletic field. Boats will be judged, and the launch will be at the trestle on the far side of the athletic fields. Who - all UMF Honors students, faculty and staff. Registration deadline is September 12. *University risk waivers must be signed prior to event Rules and Information Boat Design and Construction Requirements 1. Only corrugated cardboard may be used. It can be of any thickness. 2. No material such as Styrofoam or rubber inflation devices may be used to provide “buoyancy” or maintain flotation. Violators will be branded “Pirates” and stripped of any trophies. 3. The Boats may be painted (this is encouraged to be more creative). 4. For environmental reasons, hulls are not to be coated in tar, oil-based paints, vinyl, plastic coating, shrink wrap, or fiberglass resin. 5. Joints and seams may be glued and/or taped. Duct tape, contact cement, rubber cement, or construction adhesive may be used. 6. No nails or metal or wood fasteners or staples may be used in the construction of the boat (small amounts may be used for decoration only in areas above the water line). 7. Boats may be of any width, length or height. (Be creative) 8. Decorations may be made from any material but may not be used to reinforce the actual structure of the boat. That also must not aid in the flotation or propulsion of the boat and do not create a fire or safety hazard. 9. All boats need to be able to be carried in the parade of boats prior to the race and from the judging area to the designated starting bank on the Sandy River. Keep it light, or have many teammates to assist! 10. Boat design is left to the builders. Let your imagination take over; make your boat look like a race car, flying saucer, dragon, etc. Crew costumes are encouraged. 11. Paddles must meet the same construction requirements as the boats (cardboard, glue, and duct tape only) Boats must be propelled by the use of a paddle and/or hands. No artificial paddles are allowed **Note** Boats are subject to inspection and disqualification by Race Officials. Crew Requirements 1. Teams may be of any number (the more the merrier). All Teams must be officially registered by September 12, 2019. 2. Only 1 chosen “Captain” can sail in the race. 3. Teams are encouraged to vie for the Team Spirit Award, coming out in regalia to go along with the theme of their boat entry. (Think T-shirts, pirate costumes, etc.) 4. No boat will be allowed to leave the starting gate unless all persons on board are wearing a personal flotation device (life vest) as well as hard soled, close toed shoes. 5. Up to 2 teammates who are not in the boat may help push the boat away from the starting line. 6. All Teams must ensure that their area has been cleaned prior to departure on Regatta day. All boats and materials must be removed from the site or cut apart and placed in available trash containers. The Race Course 1. The course will entail on “out and back” circuit from the marked stating bank around the designated area in the Sandy River and back to the starting bank. 2. Contestants may choose their path to circle the marker and how close to the marker they wish to travel in their out and back heat. 3. Dependent upon the number of entries, there will be Heats of Four Boats completing the course circuit at any one time. 4. Boat Captains may not intentionally ram another boat, or cause harm or sinkage due to intentionally splashing another boat, throwing water balloons, etc. 5. All remaining Boats (still capable after their heats) are invited to compete in the final race of the day… The Pirate’s Race! Awards The Clipper Ship Award: Fastest Boat to run the course. (Based on your time from your Heats) The Most Creative Award: Judges’ choice on design and artistic elements The Most Team Spirit Award: Judges’ choice based on Teams’ support of their entries’ Theme The Titanic Award: Judges’ choice given to the most spectacular sinking All Boats need to be in the judging area by 10 a.m. Any rule not specifically covered above will be left to the discretion of the Judges Boat Building Tips The UMF Regatta! Building a cardboard boat is all about trying to meet "The Challenge": BUILD A PERSON-POWERED CARDBOARD BOAT THAT IS CAPABLE OF COMPLETING ONE TRIP AROUND THE 500-YARD COURSE ON the Sandy River. Along the way, you will enjoy encountering and dealing with many small details. But look ahead to the satisfaction of knowing you accomplished something that most people won't even try -- building a boat made of corrugated cardboard. First things first . . . start with some objective in mind. Maybe you want to build the fastest boat at the Regatta. Perhaps you are more interested in one of the Judges Awards for design or eye appeal. Maybe you want to win the Team Spirit Award. Perhaps you want to get on television or be the featured photo in the Student newspaper. Or just maybe you want to take home the Titanic Award for the most spectacular sinking. Next . . . start with a design idea, a vision of what you want your cardboard creation to look like. But consider this first -- it doesn't have to be a boat at all! It can be any design you like or want to try out. Some races have had replicas of jeeps, exotic cars, full-scale pickup trucks, school buses, fire trucks, and other vehicles. We've seen space shuttles, Elvis on his guitar, beds, foldout soft drink cans, personal computers (with a mouse that trailed in the water), a raft with a trailing shark fin, a floating outhouse, a taco, a bratwurst, a giant Tootsie Roll, Tessie the Loch Ness Monster, Deidra the Dragonfly, the Statue of Liberty hand (from "Planet of the Apes"), and so much more. Oh, sure, we've had lots of boats too: submarines, aircraft carriers, PT boats, lake freighters, pirate ships, the Exxon Valdez (with simulated oil slick), and so on. Try this to save time . . . build a model using a manila folder or other heavy paper or lightweight cardboard. That way, you can fold, re-fold, and fold again to your heart's content. You can cut it up, glue it together, and try out your design idea in small scale before working on a full-sized creation. Or you can throw out an idea that sounded great, but just won't work, then try something else before you have wasted any cardboard. How about a little science? If you want, you can toss in a little physics or other sciences. Maybe you will choose to calculate the displacement of your design idea so that you will have some certainty about the buoyancy of your design. Here's the basic number: a cubic foot of water weighs about 62 pounds. That means that a 180-pound man will float in a boat that is 1 foot by 1 foot by 3 feet -- of course, that could be a bit uncomfortable! But at least you would know just how much boat you will need for you (and your crew) so you don't overdesign it and add unnecessary weight. Then again, how about some art? Perhaps you have a really creative idea, maybe something that nobody has done before. Unless you get your kicks from putting in lots of hours and making discoveries along the way -- hey, sometimes that can be great fun -- you may want to at least try out that unique or innovative idea in model form. If you want to put a palm tree in the middle of your "desert island," be sure you won't make the whole thing top-heavy -- unless, of course, you are trying for the Titanic Award. Now, go full-scale . . . but first, think about this: make sure your creation will be able to get out the door of wherever you choose to build it. There are many tales of woe about boats that had to be dismantled -- or even trashed and rebuilt -- just because no one thought about the size of the boat and the size of the door. Also think of how you are going to transport it to Campus for the Race. Where to get cardboard? This is a scavenger hunt as well as a boat race... You might get cardboard from appliance stores. The shipping boxes for refrigerators and big freezers can be good possibilities. Maybe you can get boxes for TVs, bedding, bookcases, or other furniture. Of course, you can also use smaller sheets and glue them or fasten them together. We are also collecting some cardboard at Honors, so once your team is registered, please contact Lisa Gallant if you need some. email@example.com Where to get the Duct Tape? As this can be quite expensive, we will be distributing rolls of tape to the Registered Teams. Creative problem-solving is the name of the game. Whether you get your creative insights from methodical effort or from wide-ranging trial-and-error, building a cardboard boat can be -- no, make that, will be -- both fun and challenging. FYI -- there are no plans, no pre-set designs, no step-by-step instructions here . . . no recipe cards, no fill-in-the-blank formats. The first ingredient in cardboard boat-building is creativity. The second important ingredient is problem-solving. Then there is cardboard, of course -- and it has to be corrugated. Hey, maybe you are more the "wing it" type -- okay, get some cardboard, fold it a little, cut out any excess here and there, add a little glue or duct tape, maybe some paint or water sealant, and presto-chango, you have a boat for the Regatta. Let's see, other materials . . . you can use glue and tape. You can use paint and water sealant and other stuff. But first, take a look at "The Rules" to find a short list of substances that are not to be used. We're not trying to make it tough on you, but we are steering you away from stuff that is toxic, either for you or for the environment. Handling cardboard -- you will find it easier and more fun if you keep in mind a few tips. You can have strength and still keep your boat light if you laminate layers of cardboard. In fact, try placing one layer so that the corrugations run in one direction, then placing the second layer so that the corrugations run at a 90-degree angle to the first layer. To fold cardboard across the corrugations, consider scoring the line of the fold with the butt end of your utility knife or other rounded edge of a tool. Don't step on your cardboard! If you break the corrugations -- well, think about it. To keep your cardboard dry, don't forget to seal the edges with caulk or silicone. If water gets into your corrugations, you can have great fun watching it get drawn through the corrugation just like in a drinking straw. That may be okay when you have time to do something about it, but if you see this happen in the middle of a race! Here’s a bunch of other items to think about. A flat bottom is recommended. A V-shaped bottom is likely to tip over unless the V is very gentle. The lowest center of gravity is the most stable; kneeling or standing will cause you to tip over. Longer boats go faster, but they are harder to turn. Boats shorter than 10 feet are difficult to steer. For height, allow about 18 inches for you to sit and paddle effectively without the edge of your boat blocking your arms. For width, figure about 30 inches maximum for 1 person, 48 inches for two people. Paint all the surfaces before gluing, caulk the edges, then glue (carpenter’s glue works great). Avoid oil-based stains, caulk, and glue because the oil soaks into the cardboard, may never dry, and this weakens the cardboard. Duct tape shrinks when it is painted. Clear tape melts when it is painted. Reinforced paper tape works well over caulked edges and seams. Forget about “glue guns” because that type of glue melts on hot days. Hey, some of the fun is in the discovery. So that's it for tips. Now go for it! Keep in mind the other lessons you learn along the way. That will make building your next boat just that much easier. Have fun! Be creative! If you can dream it, you can do it! Download Guidelines
- UMF Honors Program | Events Committee & Honors Club
EVENTS COMMITTEE Honors students may opt to be members of the committee. The main responsibility is to create events, both on and off campus. These events can be small, or more detailed; from movie night at Honors House to planning a Boston excursion. You have control of what Honors experience during their time here at UMF. It's a big role, and it's a big deal! If this interests you, email us! Email us!
- UMF Honors Program | Upcoming Course Schedules
Spring 2021 1/2 HON 100 Innovation: Honors Writing Seminar Days: MWF Time: 10:30 - 11:35 ENG 100 Equivalent Class Equivalents: UMF ENG 100 This Honors Seminar meets the ENG 100 Writing Seminar requirement and will explore the idea of innovation from multiple perspectives. We will ask, what is innovation, under what conditions are humans most innovative, what can be done to foster and encourage innovation? Who are innovators in fields we are passionate about, and how can we learn from their practice? Readings will include a variety of texts on innovation and creativity. Along the way, students will craft insightful, thesis-driven essays that explore the history, nature, and future of human progress, understanding, and innovation. HON 101 Language Matters: First Year Seminar in Honors Days: MWF Time: 9:15 - 10:20 Equivalents: UMF FYS 100 Requirement Designation: First Year Seminar - Gen Ed Requirement This class explores both the “matters” of language (What’s the origin of language? How do we define language? Is language thought? Are there languages that are superior to others? How do gender and language intersect? How does language change? etc.) How and why language “matters” (How has it been used and manipulated? What is its importance? How does it influence *everything* we do on a daily basis?). Through readings, discussions, and written reflections, we examine what language is, what power it has, and why. HON 175S Camden Conference 2 credits January 26-March 9 Days: Tu 6:15-9:35pm Students can take the course in person or remotely. Camden Conference will focus this year on the Arctic and Geopolitics of Climate Change. The Conference will be virtual this year, to be held February 20-22. HON 177M Game Theory Days: TuTh Time: 8:00 - 9:40 Game theory is a branch of mathematics that examines decision-making. In this course, we will study combinatorial games, two-person zero-sum games, and the generalized multi-player non-zero sum games. We will also examine ideas such as winning strategies and some of the fundamental theorems and ideas of the subject (such as Nash equilibria). HON 277A Art and Life Days: TuTh Time: 12:00 - 3:00 Historically the Art World has perpetuated a distinction between "high" art (fine arts found in museums and galleries) and "low" art (functional, craft, folk, outsider art). Today these attitudes are being challenged by artist's practices that interrogate those entrenched definitions through a novel use of materials and tools. Understanding the fluidity of the "art object" contributes to a blurring of the boundaries between Art and Life. Students will explore these issues by producing their own line of inquiry that focuses on daily practices as a mode of artmaking. Running parallel with production and critique of works, we will look at the historical footprint of this evolution of thought by viewing the work and philosophy of the Dadaists, the Gutai Movement in Japan, Fluxus practices in the 60's and 2nd wave Feminist movement in the 70s. No previous experience necessary. HON 277A Music During COVID and Other Plagues Days: MW Time: 3:40 - 5:20 This course explores how music and the arts have responded to and changed during the COVID-19 pandemic. For comparison, we will also study the arts during historical moments such as the 14th-century plague and 1918 flu. For students open to unfamiliar styles and genres of music and arts. HON 277H The Literature of Journey and Quest Days: M Time: 3:10 - 6:30 This course will explore the pervasive themes of journey and quest in world literature with particular attention to the spiritual and psychological dimensions of those themes. Through direct encounter with imaginative literary works from a variety of contexts and genres, we will consider the relationship between interior journeys and journeys through an external landscape, home and exile, bewilderment and certainty. Emphasis throughout will be placed upon careful reading of the texts, which may include Tolkien's Hobbit, The Epic of Gilgamesh, Dante's Inferno, Herman Hesse’s Siddhartha, Teresa of Avila's Interior Castle, Virginia Woolf’s To the Lighthouse, Basho's Narrow Road to the Deep North, Colson Whitehead’s The Underground Railroad, and others. HON 277S Thinking Through Skin: Race in America Days: TuTh Time: 9:50 - 11:30 Online The American "skin game" of race. How do we even approach the vexing task of making sense of something that Michael Eric Dyson has characterized as "our most sturdy and endurable conundrum"? We begin, as is the intention of this course, by thinking through skin to spark and inform discussion about racialized difference. Where do our perceptions of racialized difference come from? Why were racial categories constructed in the first place? How is one's lived experience of race here in Maine similar to, and different from, that of someone who lives in another part of the country? Why should we even care about the ways in which race operates in contemporary, everyday life? We'll tackle these questions and more as we develop personal, critical inquiries into racial matters. HON 277S Coming to America: Immigration and Asylum Days: MWF Time: 2:25 - 3:30 Why do people come here? How do they come? What are their legal options? What impact do immigrants have on the country? What is it like to uproot your life and settle in the United States? Take this course and find out! Students will learn about the history of immigration to the U.S. and U.S. asylum laws and practices, including the past and current experiences of immigrants and their communities. Due to contemporary issues, the course will highlight the history of migration in modern times across the southern border of the United States by people from regions to our south, but it will also include a study of earlier periods and immigration from other areas. The wide variety of readings will include first-person narratives. HON 322S Consumerism, Politics, Values Days: Th Time: 6:15 - 9:35 This course looks at how political and social life has changed in the advanced industrial countries in the 20th and 21st Centuries by looking at the nexus of consumerism and politics, and the impact on societal values. The topics include a mix of economics, psychology, political science, and philosophy, as we struggle to understand the nature of political and social life in the first half of the 21st Century. HON 377H Nietzsche's Philosophy of/and/as Music Days: TuTh Time: 9:50 - 11:30 Online The 19th C philosopher Friedrich Nietzsche is renowned for challenging traditional morality, religion, etc., but his real passion was music. He wrote more about music than any previous philosopher, devoting three of his 13 books to it. Nietzsche believed that music revealed a lot about the culture that produced it; even more, he believed that an individual's taste in music revealed a great deal about that individual's inner psychology. In this course, we will learn what Nietzsche's predecessors, especially Schopenhauer, said about music, and familiarize ourselves with the music of Nietzsche's time and about which he writes. Then we will explore Nietzsche's philosophy of music, both for what it says about Nietzsche's philosophy and for what it says about the nature of music itself. We will close with some speculation about what Nietzsche would think of later music and of our own particular tastes. Whether you just want to study some of the best philosophy that Nietzsche has to offer, or if you agree with him that "Without music, life would be a mistake," this course is for you. Note: Contact instructor if you would like to count this course for the PHI-REL major or PHI minor. HON 377H Critical Whiteness Studies Days: W Time: 3:10 - 6:30 Early in the summer of 2020, the nation was shocked when it saw the video of George Floyd’s death at the hand of police officers. As a result, many people have become aware of the continued impact race has on the lives of those living in the US. While engaging with race and racial difference is easier when you live in a multicultural place, but does race actually matter when we think about rural Maine? And even if it mattered, how could we even begin to study race when rural Maine is almost 100% white? To answer these questions and to develop new ones, this course invites you to study how the persistence of racial inequality affects not only the lives of people in urban America, regardless of their race, but it affects also the lives of rural populations. To reach this goal we will first learn about why “whiteness” as an identity category matters in our understanding race and how we can account for the differences among different population groups to see their embeddedness in the system. Then we will look at three studies that investigate the impact of systemic racism on the white population of rural America and how the claims of these study manifest themselves throughout American culture, including TV-shows, movies, video games, children’s books, etc. This course will include an ongoing experiential learning component. Requirements: Junior or Senior Standing unless waived by the instructor.
- UMF Honors Program| Forms & Documents
Download the following: Honors Experience Proposal Form HON 305 Honors Enhancement Proposal Form and Guidelines HON 305 Honors Enhancement Examples HON 499 Proposal Form and Guidelines Track Your Volunteer Hours Through United Way (Instructions) Research Links
- UMF Honors Program | Enhancement & Experience Credit
Download HON 305 & Experience Forms HON 305 Honors Enhancement and Experience Credit HON 305 Honors Enhancement Guidelines Honors students may take, one-time only for Honors credit, one course outside of the HON offerings. However, it is the student’s responsibility to consult with the Honors Director and arrange with their instructor a suitable plan of study. No instructor at the University is under obligation to agree to the arrangement. Please note that a student may successfully complete requirements for the standard course without completing the Honors Enhancement, in which case that student would still receive credit for the course but no Honors credit. Students should contact their instructor soon after the registration period ends to determine whether the course can be taught as an Honors Enhancement. If the instructor agrees, the student and instructor, in consultation with the Honors Director, should determine the basic plan for a formal proposal. Students should obtain an Honors Enhancement form, available at the Honors House. This proposal should be submitted to the Director no later than the last day to drop full semester classes (usually the end of the second week of the semester), and preferably much earlier. The proposal should include: a copy of the original syllabus and a short (250-word) narrative detailing the enhanced requirements. A mid-semester report to the Honors Director is required, to be completed by the student and signed by the instructor. The report should answer the following: What are you doing for the extension; what is the topic, creative work or research question? Where are you on your timeline? Are you making adequate progress for the extension? Your thoughts on how to share your work with the campus community. Final evaluation of the Honors Enhancement is the responsibility of the course instructor, though the Honors Director will maintain a list of those students whose Honors credits are to be fulfilled after the semester term. Course Guidelines Because every class, discipline, and instructor will vary greatly in determining what an Honors enhancement constitutes, the Honors Program provides basic guidelines but does not prescribe specific course content: Honors enhanced courses should privilege changes in depth over quantity. Simply extending the number or length of assignments would not be in the spirit of this modification. Similarly, students should not think only in terms of “more”; Honors is interested in supporting creative and out-of-the-box pathways for its students as part of an existing course curriculum. Successful enhancements have often involved an emphasis on pre-professional activity, including the submission of final papers and projects for publication, presentation of material at professional conferences, or the integration of coursework with community outreach. Honors enhancements often require more agency of Honors students—placing more responsibility on their shoulders to determine appropriate projects/paths for research. Ideally, the enhanced work a student completes will intersect with or springboard into other areas of interest in their studies, e.g. independent research in preparation for capstone work in the major. It may sometimes be the case that requirements for Honors credit fall outside of the regular class term, though this may never extend beyond the end of the subsequent academic semester. In these cases, Honors credit will be awarded retroactively once the Honors enhancement has been met. Honors Experience Guidelines Honors students with junior/senior standing may apply one of the following one time only towards their Honors credits. It is the student’s responsibility to receive approval from the Honors Director for these credits prior to the experience: 4 credits of global experience (study abroad/travel course) 4 credits from select internships or community service 4 credits from independent research (Wilson scholarships, independent study in Honors, etc.) Students who pursue this option are required to present their experience at an Honors event or faculty sponsored Symposium presentation, and to complete any additional requirements as determined by the Honors Council. With prior permission, Honors Experience may also constitute the basis for an Honors Thesis or Creative Project. The Honors Experience is intended to provide honors students the opportunity to be actively engaged in the process of learning, i.e. it promotes a student-centered approach to learning. Students move through the experiential learning cycle which can be conceptualized as a process with several components: students have an experience (Concrete Experience), reflect on observations about that experience (Reflective Observation), analyze responses and formulate new ideas (Abstract Conceptualization), and then actively test these new ideas in new situations (Active Experimentation). Students prepare a final culminating report and presentation that demonstrates how the experience altered or reinforced previous notions. Prior to registration, students will work with a faculty member or the honors director to create a proposal for the experience. Experiences may consist of, but are not limited to internships, volunteerism, research and special projects. Upon the conclusion of the experience, students submit a comprehensive report recording and reflecting upon the experiential learning cycle to the honors director and present on their experience at an honors event. Prerequisite(s): Junior standing and permission of Honors Director only. Download HON 305 and Experience Forms
- UMF Honors Program | Apply to Honors Program
Apply to Honors Program This form is for . current UMF students The requirements for Honors Program are straightforward: 1) maintain a minimum of 3.3 accumulated GPA 2) earn Honors credit within the first two semesters of being admitted to the program 3) volunteer 10 hours each semester at your desired location and community service For students self-nominating: In 250 words or less, please describe your interest in the Honors Program, your degree plans while at UMF, and your academic experience thus far. For faculty and staff nominations: In 250 words or less, please describe why this student would be a good fit for the Honors Program, including examples of their academic performance and any other factors that you see as relevant to their involvement in the program. Preferred semester for admittance 250 words or less Send Your application will be reviewed ASAP, thank you!
- 2020 Honors Graduates! | umf-honorsprogram
Congratulations to our 2020 Graduates! Honors Certificate Brock Reginald Bubar NickoleBurns Cody James Campbell Hailey Ann Craig Kasey Elizabeth Erlebach Jessica Freeborn Grace Mary Hansen Carson Eleanor Hope Eden Belle LeBlanc Maren R. Lowell Caitlyn LeeNoll Kimberly Faye Smith Henry JamesWanat Michaela Lauren Wright University Honors Scholar Jennifer Hart The Motivation of an Obliger, Upholder, Questioner, and Rebel: How Tailored Academic Planning Can Suit Unique Student Tendencies Angelica Jones Confronting the Shadow: Psychoanalytic Accounts of Adolf Hitler and the Belief in Pure Evil Darby Murnane Read Our Lips Cori Schneider Asteria Sylvia Schulze “Woe is Me”: A Response to Life in Farmington During COVID-19 Isolation Samantha Wood The Paradox of Human Rights in the United States: A Case Study of the United States Prison Read the HON 499 Theses and Creative Projects
- Alumni Survey | umf-honorsprogram
To play, press and hold the enter key. To stop, release the enter key. Honors Alumni Updates First Name Last Name Email Graduation Year Rate your experience in Honors Program Excellent Good Disappointing Where are you working and what is your title? How can we improve? Would you recommend us to your friends? Yes No Anything else you would like to add? Position Submit Review Thanks for submitting!
- UMF Honors Program | Honors Alumni
HONORS ALUMNI Please email us if you would like to be featured here! SAM BENNETT '17 Since graduating from UMF, I have moved on to start studying veterinary medicine at the University of Prince Edward Island’s Atlantic Veterinary College. I am adjusting to the new life quite well, and I look forward to all the new and exciting things I will learn over the next four years! Here I am with a few future clients… SARAH GOULD '17 Mongolia: land of endless mutton, Chinggis Khan, and breathtaking landscapes. Living in Mongolia for a year has always been a dream but I had always doubted that I would actually end up here. Life though has a funny way of adding a little excitement when you least expect it. Senior year I took a leap of faith and applied to work as a Fulbright English Teaching Assistant and exactly one year later I am here in Ulaanbaatar, Mongolia working in the British and American Studies Department at the National University of Mongolia. I coteach speaking and listening classes to 80+ second-year students and in the evenings I run a speaking club and a writing club for upper-level students. In my spare time, I have tried to embrace as much Mongolian culture as I can. I am slowly learning Mongolian, have tried traditional cuisine including fermented horse milk and more mutton than I care to mention, held a golden eagle, and each weekend I try to explore the Mongolian countryside the best way one can…on horseback! There have certainly been ups and downs but Mongolia is teaching me more than I could ever have imagined. I have been working at Johnny’s Selected Seeds since graduation. I began in May 2016 in the Contact Center and was promoted to a Customer Care Specialist in February 2017. I live in Waterville with my two cats and my fiancé, and we are preparing to get married in 2018. ELISE MUSICANT '16 CHELSEY OLIVER '17 I am quickly settling into a routine as a 7/8 math teacher at Messalonskee Middle School in Oakland, Maine. Holding students accountable for their assignments is proving to be a very daunting task! One of my goals during my first year of teaching is to help my students discover the power of mistakes. This “Mathematical Mindsets” wall was created during a lesson on all of the brain growth that takes place when we make mistakes. As far as grade level goes – I could not be happier! The developing minds of pre-teens keep each day exciting and the level of collaboration that takes place with my team teachers is a gift I am extremely thankful for. If you love collaboration as much as I do, feel free to join my teaching adventure on Instagram @countonlearning207. TESTIMONIALS The knowledge I gained while researching my thesis in the field is strongly influencing the way I approach math instruction with my current students and the standards I hold for determining whether a student has mastered a math concept…. I encourage honors students to take some courses just for the sake of exploring a new topic outside of their major. It really helped to broaden my viewpoints and challenge my thinking.” – Chelsea Martel, Class of 2015 ” I have nothing but positive things to say about UMF’s honors program. The classes were great, mostly due to the small class sizes and engaged students…. My honors thesis was the best thing I could have done at UMF. I think it was my ticket into grad school.” – CeCelia Palow, Class of 2013 “My experience with the Honors Program was immensely transformative and exactly the kind of intellectual space that all students should experience. The intimacy of the program and the sense of solidarity is incredibly fulfilling.” – Hayden Golden, Class of 2012 “I am incredibly grateful for my time in the Honors Program at UMF. When I went to UMF I was timid of my own capabilities. The professors taught me how to challenge myself, and accept that I can contribute greatly to the community. They taught me the self-confidence I was lacking for so many years.” – Jess Morales, Class of 2012 “UMF Honors let me do obscure things…. it was awesome to do the sorts of bizarre and crazy specific research/academia things… and have fun and be celebrated for doing so.” – Kelsey Lowe, Class of 2011 “The program prepared me for post-graduate research by making me learn how to write a dissertation and present my research. In fact, that has been my inspiration during my Masters in Geneva, Switzerland and also right now as I embark on my PhD in London. Completing my Honors thesis gave me the confidence to continue in the academic field. What I cherish most about the program is the warmness, the innovation, the openness and freshness of ideas shared between faculty and students in the Program.” – Oreva Olakpe, Class of 2009 “The UMF Honors program was extremely influential for me. My favorite courses at UMF were Honors courses. I not only learned the topics, but learned a love for learning and saw what a real passion for teaching looks like. My Honors professors were so passionate about the topics they were teaching, and I learned from them what joy one could get from teaching at a college level.” – Ryan Pickering, Class of 2008 “In addition to introducing me to exciting new topics and subjects, the Honors Program also provided me with the opportunity to experience new things that enriched my education and my world view…. The process of researching and writing the thesis facilitated the development of my methodological skills and gave me an excellent preview of what completing an M.A. thesis and a dissertation would look like.” – Travis Lowe, Class of 2006 “The Honors classes definitely gave me the extra stimulation that I needed to keep focused and enthusiastic about school…. The philosophical discussions were absolutely wonderful and got me thinking about so many different topics and ideas that otherwise I probably would never have considered…. The Honors Thesis was such an exciting and challenging piece of work. … I knew at the time of completing it that I was going to be going on to grad school, so in many ways I felt it was the early beginning of my grad school journey.” – Marylena Chaisson, Class of 2005 “I have fond memories from The Literary Love Letter course, which [Eric Brown] taught during my senior year…. I learned a lot about the art of writing, and this knowledge helps me every day as I am now a 7th grade English Language Arts teacher…. I enjoyed the challenge that [Honors] courses provided, and the kinds of conversations that the instructors facilitated.” – Caleb Richard, Class of 2004 “The Honors program at UMF was a rewarding experience for me…. Many of my friendships at UMF were built upon the Honors program affiliation…. My thesis, because I was an English major and greatly enjoyed working with children, was around fantasy literature and children’s social systems…. Now I am in my sixth year of teaching, and I am a fifth grade teacher and Lead teacher at Buxton Center Elementary School in the Bonny Eagle school district.” – Kate Vetro, Class of 2004 “I can honestly say that my entire academic career can be traced back directly to the UMF Honors Program. I enrolled at UMF as an English major, and had no idea what philosophy was all about. My first class at UMF was the Honors History of Western Thought I, and from that moment on I was hooked. The program’s logic requirement, small class sizes, written thesis, and close interaction with faculty all prepared me for graduate studies in philosophy. More importantly, they instilled in me a desire for research and a life of the mind.” – Matt Fulkerson Class of 2000 “The honors program was the most stimulating part of my UMF education. I learned to be a thinker in that program…. My other honors program friends and I started an honors club and we were able to do all sorts of fun events. The most memorable was when we brought Howard Zinn to campus. We had read his book, “A People’s History of the United States” in an honors class and were just thrilled to have him come to UMF to speak.” – Carla Smith Stover, Class of 1996 “I had an incredible education with the Honors classes and have many fond memories of the professors, the students and learning that I encountered because of my participation…. The Honors Program was instrumental in giving me a wonderful life foundation.” – Marjorie Childs, Class of 1989