Michael Davis
RC_2001_410 (Honors)
Assignment One Part IV
31 March 2018
My Scholars Day Experience I first arrived at my level of literacy within the Honors College during Scholars Day last year when I was still a high school student. Before this event, I did not consider Appalachian State University (ASU) to be my primary college choice, and I only possessed a minimal understanding about the Honors College. Scholars Weekend would play a key role in defining my role as a student and member of the Honors College at ASU. Before the interviews on Saturday of Scholars Day weekend, a reception was held in the Solarium of the Student Union to meet and greet with Chancellor’s Scholars candidates, current Chancellor’s Scholars, and faculty and
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Current Chancellor’s Scholars provided helpful tips and calming techniques as I waited in the Honors College library before my interview. My anxiety did not start to materialize until about five minutes before my interview as I started to reflect on the possible implications of the current situation. I thought to myself that what happens in the next thirty minutes could not only dictate whether I received a scholarship, but ultimately it would impact my college choice that would have a significant effect on my life path and goals. The only preparation I had done for my interview was reading over my application essays, and I decided that any other preparation would deviate from my main interview strategy: being myself. In addition to causally sitting on couches, the fact that the Chancellor’s Scholar that I had met previously was one of my interviewers created a relaxed environment that allowed me to thrive. Except for a Marco Rubio like verbal blunder, I felt confident in my interview performance (see fig. 2). I believed that I had displayed my willingness to participate in the professional, intellectual, and personal growth aspect of the Honors College, values that I was introduced to the previous
In a society where a collegiate degree is almost necessary to make a successful living, the idea that a student cares less about the education and more about the “college experience” can seem baffling. In My Freshman Year: What a Professor Learned by Becoming a Student, Rebekah Nathan, the author’s pseudonym, tackles the idea that academics are less impactful on a student then the culture of college life. Nathan, a 50-year-old cultural anthropologist and university professor, went undercover as a college freshman for a research project. From her research, she hoped to better understand the undergraduate experience by fully immersing herself in college life. To do this, she anonymously applied to “AnyU,” a fake acronym for a real university,
The Leeds Scholars Program offers many academic benefits that I firmly believe will maximize the potential of any student. Because the Leeds Scholars Program is a rigorous process, the difference in my community of peers, the mentorship opportunities, and the specialized advising will essentially provide the proper guidance needed in order to fully succeed academically and professionally. For the reason that I have first hand experience, I have a strong belief that proper guidance is as valuable as the knowledge given in a classroom. Although I always saw myself as a scholar, coming from an underrepresented background I was always surrounded by pervasive situations. If it were not for the administration team at my high school mentoring me,
I soon found myself at the open door of Mrs. Walker’s office. I could hardly contain my excitement as I situated myself in the cushioned black chair in front of her. She said to me delicately with compassionate eyes, “I know how bad you want to go, but only one student from our school was selected to attend. It was not you.” She encouraged me to pursue other opportunities over the summer, but her words went in one ear and out the other. I left her office with a pout on my face, feeling somber and
"University Affairs." Reaching out to University Alumni through Social Media. N.p., n.d. Web. 01 Apr. 2014.
Upon arriving to college, many students face the challenge of finding a community to belong to. I believe the student affairs professionals on campus are the resource to building communities within the student body. Reflecting back on my first semester of college, I found my community within two organizations; Dance Marathon and UI Alumni Association Students Today, Alumni Tomorrow (S.T.A.T.). Within the organizations I met two advisers who opened my eyes to the world of student affairs.
There has been considerable debate worldwide, regarding the accuracy of eyewitness testimony in the criminal justice system. Particularly, arguments have surrounded wrongful convictions that have resulted from incorrect eyewitness evidence (Areh, 2011; Howitt, 2012; Nelson, Laney, Bowman-Fowler, Knowles, Davis & Loftus, 2011). The purpose of this essay is to consider psychological research about the accuracy of eyewitness testimony and its placement in the criminal justice system. Firstly, this essay will define how eyewitnesses and their testimonies are used within the criminal justice system and the current debate surrounding its usage. Secondly, the impact of post-identification feedback will be used to show the affect on the confidence of a witness. Thirdly, studies around gender related differences will show how a witnesses gender can affect memory recall and accuracy. Fourthly, empirical studies will be used to highlight how a psychological experience called change blindness can cause mistakes in eyewitness identification. Finally, the effect of cross-examination will be used to explore the impact on eyewitness accuracy. It will be argued, that eyewitness testimony is not accurate and highly subjective, therefore, the criminal justice system must reduce the impact that eyewitness testimony is allowed to have. Developing better policies and procedures to avoid wrongful convictions by misled judges and jury members can do this.
Most students have already created their four year plans based on the assumption that they would be able to take AP English Language and Composition as sophomores. For example, “Astrid,” currently an honors freshman, plans to study science in college. She built her four year plan around this, focusing on advanced math and science courses to fit her major. Astrid took Honors English 9 in eighth grade to challenge her and to allow her to fit all of the classes she is interested in. As s...
Being a part of Appalachian State University’s Honors College would be an amazing privilege. According to the university, the Honors College has been providing superior education to intellectually-motivated students for more than thirty five years. Being a part of the Honors College would help me promptly reach the personal, intellectual, and professional goals I set for myself as well as optimize my college experience.
In Paul Toughmay’s “Who Gets to Graduate,” he follows a young first year college student, Vanessa Brewer, explaining her doubts, fears, and emotions while starting her college journey. As a student, at the University of Texas Brewer feels small and as if she doesn’t belong. Seeking advice from her family she calls her mom but after their conversation Brewer feels even more discouraged. Similar to Brewer I have had extreme emotions, doubts, and fears my freshman year in college.
The excitement of college completely overwhelmed me when I arrived on the campus of Morehouse College in the fall of 2013. This, however, quickly dissipated as I became more acclimated and more aware of my surroundings. I began to establish, in my point of view, what Morehouse was—essentially establishing what I thought to be my truths. The opinions (or truths) about Morehouse have been expressed in many forms, ranging from Benjamin Elijah Mays’ “Fourteen Points to the Student Body” to the more recent “Thirteen Points of Outrage” and the response “Thirteen Points of Dissent”. In each of these pieces of writing, the various authors attempt to define and clarify what Morehouse is as an institution, and what it means to be a student here at the college.
The thought of being a member of the Liberty family gives me joy while the idea of being a member of the Liberty Honors family gives me hope. The Liberty Honors program will challenge me in my education and provide me with opportunities in college to prepare me for my future career. Attending Liberty while in the Honors Program will provide me with a way to balance my faith, my education and make my dream of going to Liberty a reality. Finally, I believe that being accepted into the Liberty Honors Program would help me attend a University that provides me a community of faith and ultimately would help me pursue God’s purpose for my life.
The Honors College at James Madison University offers specific and in-depth mentorship and classes to help the student understand their field of interest by working outside the school environment and working hands- on. The Honors College provides all the resources necessary to assist the students needs through this process. With all that this program is willing to provide, the student must be willing to dedicate themselves to the program. I believe that an important way to be sure of their dedication is through their high school career. An ideal student for this college should be one who has an active history throughout high school. I think being active is the most important objective because is shows how much you have done from one period
"Tomorrow is the first day of what I will become." I wrote this in my diary the night before my first day of college. I was anxious as I imagined the stereotypical college room: intellectual students, in-depth discussions about neat stuff, and of course, a casual professor sporting the tweed jacket with leather elbows. I was also ill as I foresaw myself drowning in a murky pool of reading assignments and finals, hearing a deep, depressing voice ask "What can you do with your life?" Since then, I've settled comfortably into the college "scene" and have treated myself to the myth that I'll hear my calling someday, and that my future will introduce itself to me with a hardy handshake. I can't completely rid my conscience from reality, however. My university education and college experience has become a sort of fitful, and sleepless night, in which I have wonderful dreams and ideas, but when I awaken to apply these aspirations, reality sounds as a six thirty alarm and my dreams are forgotten.
I made the decision to come to Baylor early in 1999 while my freshman year was still in session. At first, people thought I was joking about leaving, but when I persisted in telling them, they had no choice but to accept my decision. I had spent most of my life with some of these people, while some I had known for less than a year. I didn't think about that in the beginning. At first I was excited to go, but about the time of this party, the anxiety of leaving hit me like a sledgehammer. The party was August 10th. I left for Baylor ten days later on August 20th. Those ten days were some of the most anxious of my entire life. Was I willing to give up my happy existence to step into an unknown world of doubt? Well, as you may have guessed, since I am writing this paper, I was willing to take that chance. The question of whether it was worth it or not has yet to be answered.