uw honors college essays

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How to rock the updated uw honors program application 2022-23, school supplements.

Bex Ehrmann

The UW Honors Program prompts are just a little bit different this year. But don't panic! All they've done is adjust the wording for the second prompt. You'll still need to write two short essays that showcase your interest in the program, and your intellectual curiosity. In this guide, we’ll show you how to get started on your 2010-21 UW Honors Program application!

Let’s start by reading the prompts closely:

• What is your understanding of the UW Interdisciplinary Honors Program and why do you want to be a part of it? (300 words)
• Consider two very different subjects you have previously studied; tell us how you imagine bringing those together at UW to engage with a pressing societal concern. This could be a local, national, or global concern.  (300 words)

The first prompt offers you the perfect opportunity to articulate what you’re looking for in college. The second prompt gives you a chance not only to describe two of your intellectual interests but also to explain how your interests are connected to your values.

Note:  Last year's version of the prompt specified a "pressing global concern." Otherwise, the 2020-21 prompt is identical! This means you have more flexibility this year to deal with a smaller issue that might be closer to home— a great chance to bring up something truly unique that will show readers why UW Honors is right for you!

Step One: Reflect

Freewriting can be a great way to generate some initial ideas! Before you begin your UW Honors Program application, spend some time reflecting on your education to date and your goals for the future. We’ve provided some questions below to get you started.

• Prompt #1 asks you to reflect on your educational goals. What has been your most rewarding learning experience so far? Why was this experience fulfilling? How will an interdisciplinary education benefit you in your chosen field? Can you think of an academic experience that connected you with a larger community? How did this experience enrich you?
• Prompt #2 asks you to connect your intellectual interests to your values. What big questions keep you up at night? What knowledge do you hunger for? How do you see yourself putting your knowledge into action? What impact do you hope to have on the world or your community?

Step Two: Research

Next, do a deep dive into the resources offered within UW Interdisciplinary Honors. Learn everything you can about the honors community, honors classes, and the experiential learning opportunities. For each of your personal interests, goals, or values, identify 2-3 resources that are unique to UW Interdisciplinary Honors.

Step Three: Core Message

Finally, you’ll develop a core message for each essay that articulates how an honors education will contribute to your personal growth.

Here are some UW Honors essay examples:

• Prompt #1: “Works of literature don’t exist in a vacuum — they reflect the wider sociopolitical context in which they were created. As a future English major, I am seeking an interdisciplinary education in order to learn how to think beyond the page.”
• Prompt #2: “Many people would be surprised to find that an aspiring scientist is also a theatre fanatic, but I believe that my ability to emotionally engage audiences is as crucial to my future career as my ability to process data. Unless we can convince humanity to take the global warming crisis seriously, my generation won’t live to see old age.”

After you’ve crafted clear and thoughtful guiding messages for your essays, the rest of your UW Honors program application will be a piece of cake! 

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The University Honors Program is composed of Interdisciplinary Honors and Departmental Honors. Completion of both results in a degree with College Honors.

Interdisciplinary Honors features an interdisciplinary general education curriculum with a focus on experiential learning and reflection, and independent study. Departmental Honors invites students to enrich disciplinary thinking within their majors through a culture of creativity, student-centered learning, and rigorous attention to complex challenges. This is often done with guidance from a faculty mentor, and by completing upper-level electives, research, or an extended thesis.

The Honors Program provides a learning community and educational opportunities to accepted students pursuing either or both of these distinctions.

To be considered for admission to the Interdisciplinary Honors Program (IHP), students must apply to the Honors Program when they submit their application for undergraduate admission to the University. Selection is based on a holistic review of the UW application and the additional Honors materials. Students also may seek admission to IHP during spring quarter of their freshman year at the University via the second-year admission process.

Interdisciplinary Honors Requirements

• HONORS 100 (1 credit)
• One Honors-prefix social sciences course (HONORS 23x) (SSc; 5 credits). This requirement cannot be completed by courses with multiple Areas of Inquiry designations.
• One Honors-prefix arts and humanities course (HONORS 21x/HONORS 24x) (A&H; 5 credits). This requirement cannot be completed by courses with multiple Areas of Inquiry designations.
• One Honors-prefix natural sciences course (HONORS 22x) (NSc; 5 credits). This requirement cannot be completed by courses with multiple Areas of Inquiry designations.
• One Honors-prefix interdisciplinary course (HONORS 205, HONORS 345, HONORS 38x, HONORS 391, HONORS 392, HONORS 393, HONORS 394) (5 credits)
• Honors Electives: any five additional 4- or 5- credit courses. May be HONORS-prefix or non-HONORS-prefix courses. (A&H, SSc, NSc)
• HONORS 496 (1 credit)
• Courses applying towards Departmental Honors may not be applied toward completion of the Interdisciplinary Honors requirements
• Students may fulfill no more than 15 credits of Interdisciplinary Honors requirements by completing HONORS 499 (independent study), graduate-level courses, or ad hoc projects in non-HONORS courses, including a non-HONORS study abroad program. These credits may only be applied to the Honors Electives requirement; they may not be applied to the HONORS-prefix social sciences, arts and humanities, natural sciences, or interdisciplinary course requirements
• Interdisciplinary Honors courses overlap with the UW Areas of Inquiry requirements
• Minimum cumulative 3.30 GPA in all courses completed through the UW

Experiential Learning

Interdisciplinary Honors students identify two learning activities that are experiential in nature and extend the educational process beyond the classroom. Activities should be in the areas of leadership, research, service, or international engagement.

Interdisciplinary Honors students practice reflection via an online portfolio, an archive of their academic and experiential work. Students contribute to their portfolios throughout their time at UW and in Honors before polishing and presenting their portfolios in HONORS 496.

Departmental Honors Requirements

Students may apply to Departmental Honors in their major(s) after they have been admitted to the major, typically in their junior year. Each department at UW has a unique set of Departmental Honors requirements (see individual department websites for more information). Interested students should contact the department for their major.

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Under the direction of faculty director Dr. Cheryl Kaiser, the Psychology Honors program offers a challenging educational experience with the opportunity for significant research and independent study. It requires a two year commitment and students join the honors program autumn quarter of their junior year. The emphasis of the program is intensive, sustained library and laboratory research supervised by a faculty advisor and culminating in a senior thesis. Students who participate in the Psychology honors program graduate with a Bachelor of Science or a Bachelor of Arts with Distinction in Psychology.

What does the program involve?

During the autumn quarter of the first year, students will be registered for PSYCH 350, taught by Dr. Kaiser. At the end of that first quarter, if students have matched with a research lab/faculty advisor and wish to continue in the program they will be registered for PSYCH 450 once during the first year and once again during the second year. The first year culminates with students writing a research proposal for independent work that will be carried out under the direction of their faculty advisor during the second year of the program.

During the second year of the program, students work on their independent research projects under the direction of their faculty advisor. They collect data, analyze the results, and write an APA style paper reporting their results (Senior Honors Paper). During spring quarter, graduating seniors present their research to faculty and fellow students by participating in the Psychology Honors Poster Session, usually held in late May.

Students must maintain a 3.50 GPA and complete at least ten credits of Psychology 498 and/or 499 which are taken in conjunction with their independent research over the course of their time in the program.

Admission Requirements

To be eligible for admission to the honors program a student must meet three criteria: 1) they must have an overall UW grade point average of 3.50 or higher at the end of fall quarter during which they are enrolled in PSYCH 350; 2) they must be a current UW-Seattle psychology major prior to registering for PSYCH 350 (some exceptions may be made for new transfer students who enrolled in PSYCH 350 during their first quarter); and, 3) they must have successfully matched with a faculty mentor by the end of that first quarter. 

Admissions Procedure

Students who are interested in the honors program and wish to submit an application should contact Carrie Perrin in the Psychology Advising Office, at [email protected] . Carrie will send applications to interested students during spring quarters. 

Application Deadline

The expected deadline to submit a completed Honors Program application to be considered for the autumn 2024 incoming cohort is June 6, 2024 .

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University of Washington’s 2023-24 Essay Prompts

Personal statement essay.

Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it.

Diversity Short Response

Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the University of Washington.

Additional Info Short Response

Additional information about yourself or your circumstances You are not required to write anything in this section, but feel free to include additional information if something has particular significance to you. For example, you may use this space if: You have experienced personal hardships in obtaining your education Your activities have been limited because of work or family obligations Unusual limitations or opportunities unique to the schools you attended

UW Honors Short Response

We want to understand your desire to learn new things and to push your education outside of the areas of learning that you are most familiar with.

Tell us why this type of learning interests you and which subjects you’re excited to explore in college.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.

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Home — Application Essay — Liberal Arts Schools — UW Interdisciplinary Honors: My Vision for Studying in Program

UW Interdisciplinary Honors: My Vision for Studying in Program

• University: University of Washington

About this sample

Words: 308 |

Updated: Nov 30, 2023

Words: 308 | Pages: 1 | 2 min read

Whether we like it or not, life is messy, and the world is messy; it doesn’t make sense to assume that the subjects taught in school are abstract and insular concepts, neatly categorized and inevitably isolated from one another by the five-minute passing periods between them. Debate has exposed me to vast fields of academic scholarship that I never imagined to even exist, and I’m glad for it. From Agamben to Zizek and everything in between, I’ve discovered that oftentimes, whether it’s IR theory, scientific publications, critical race theory or gender studies, interdisciplinary connections within UW Interdisciplinary Honors are not just the products of curiosity and exploration but also crucial to the understanding of the academic subject itself.

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Research my debate partner and I have done, for instance, centers on how the portrayal of Chinese women in the media, in film, and in pop culture reflects the history of American engagement with China in terms of patterns of colonialism, immigration, and economic and racial integration and exclusion. A second key component of our research is concerned with how the above ideas frame and implicate American policymaking apparatuses with regards to political engagement in the domestic sphere, and foreign policy on a global stage. To refuse to investigate these connections in any academic area is to miss key parts of the story, and to severely hinder attempts at taking action.

I think that interdisciplinary studies are central to achieving a holistic worldview, and necessarily relevant beyond academia: for what is a scientist without awareness of the societal implications of research; what is an economist without awareness of how history plays a role in gentrification or racial disparities; what is an engineer without awareness of the public policy that frames her projects; and what is an IP lawyer without awareness of the technology she defends? This is why I choose the UW Honors Program.

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Students admitted to the UW now have until June 1 to commit, a result of FAFSA delays. We anticipate that financial aid offers will be sent in late April or early May.

Freshman writing section

At the UW, we consider the college essay as our opportunity to see the person behind the transcripts and the numbers. Some of the best statements are written as personal stories. In general, concise, straightforward writing is best, and good essays are often 300-400 words in length.

Please note that the UW essay questions must be answered within our application. For the Common App, that means within our UW questions. We do not consider the Common App essay.

Essay prompt [required]

Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it.

Maximum length : 650 words

Short response [required]

Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW.

Maximum length : 300 words

Tip :  Keep in mind that the UW strives to create a community of students richly diverse in cultural backgrounds, experiences, values and viewpoints.

Additional information about yourself or your circumstances [optional]

You are not required to write anything in this section, but you may include additional information if something has particular significance to you. For example, you may use this space if:

• You have experienced personal hardships in attaining your education
• Your activities have been limited because of work or family obligations
• You have experienced unusual limitations or opportunities unique to the schools you attended

Maximum length : 200 words

Format for the essays

• Content is important, but spelling, grammar and punctuation are also considered.
• We recommend composing in advance, then copying and pasting into the application. Double-spacing, italics and other formatting will be lost, but this will not affect the evaluation of your application.
• We’ve observed most students write a polished formal essay, yet submit a more casual short response. Give every part of the writing responses your best effort, presenting yourself in standard, formal English.
• Proofread, proofread, proofread!

Tip :  Write like it matters, not like you’re texting. This is an application for college, not a message to your friend. Get some hints in the video:

All writing in the application, including your essay/personal statement and short responses, must be your own work.  Do not use another writer’s work and do not use artificial intelligence software (ChatGPT, Bard, etc.) to assist or write your statement.

Per Washington state law and University of Washington policy , all admissions staff are mandatory reporters of child abuse and neglect. Any statements in written materials that give admissions staff reasonable cause to believe abuse or neglect of someone under the age of 18 may have occurred must be reported to Child Protective Services or the police. Learn more about University reporting requirements . 

If you or someone you know is a survivor of sexual assault or other sexual misconduct, RAINN is a national hotline that provides support and referrals. Call 800.656.4673 or visit the website for a chat option. For individuals who have experienced domestic violence or intimate partner violence, the National DV Hotline offers phone, chat, and text options for support.

My UW essays

Here are all the essays I wrote for admission to the University of Washington. The UW application actually did not allow unicode characters like smart quotes and em-dashes, nor did it accept italics, so the essays as displayed here are in their intended form, not as they were submitted. Note that I don’t necessarily agree with all of what’s said below anymore (hence the belief tag).

Thanks to KL for the extensive feedback I received while writing these essays. I also received minor feedback from others.

General admission essays

Personal statement.

Prompt B. Tell us a story from your life, describing an experience that either demonstrates your character or helped to shape it.

Having lived both in the United States and Japan, I have suffered the common problem of balancing one’s identity: whether to stay essentially in one land and occasionally poke one’s head out to say hello to the other; whether to play the eclectic magician and pull from both roots the cure to the disease of nationalism; whether to proclaim one’s allegiance to humanity and humanity alone, thus avoiding the question altogether. It would be wholly dishonest to say I have dealt with the problem well; but in my personal experience I have seen transformations of my thought, whose culmination isn’t so trite as “I have gained useful experiences from both cultures”!

But allow me to declare that I will approach this topic from the more fragile, Japanese side. My childhood, from years three to ten, was spent in Japan. Strangely, though I lived in Tōkyō—the center of action—my mind recalls almost a pastoral perfection from this period. This does not imply any geographic quality, but rather that life, because of my innocence, seemed detached: the summertime fireworks, with the delicious smoke, were severed from the piling of dark leaves and playing with sticks, and both of these were separate from the long walk along the river with friends, chasing after a milk bottle cap.

Fly forward five years from my last year in Japan, and we are three years behind the present: there is a change; I live in Bothell; the mind is forming an opinion. During a summer visit to Tōkyō, I saw the sultry streets of my old home clearer than in any previous year, with all its ugly connectedness obvious: the odor of cigarettes and urine painted on every surface; people lined up to feed the machines of pleasure with their overtime pay; everyone buying a train ticket to go nowhere and do nothing, only to find a nervous comfort in their own nests again. This impression, almost oddly artistic by now, so thoroughly shattered the idyllic vision of my childhood city that despite the urgings of my family, I did not return to Japan the following year.

Though I would not discover the works of the author Ōe Kenzaburō until much later, I can see now that I was in the process of being uprooted by what Ōe calls the Ambiguous: a dissonance engendered by two contradictory impressions. This particular incarnation of the Ambiguous occupied me for two years, and for these years my only contacts with Japan were conversations with my Japanese mother, and the Japanese school that I attended on Saturdays, which was steadily becoming for me an annoyance. But (if the continued anachronism is to be pardoned) Ōe had spent his life in Japan, so for him the Ambiguous was unavoidable; for me, the situation was quite different: having spent half of my life in the US by this time, I saw myself a refugee, a vehement critic of that derelict nation, who through reason alone had justified the superiority of the country with the global language.

But a slower change came in the autumn of last year: I began to renew my interest in Japan. It is difficult for me to ascertain exactly what caused this change, but two possibilities seem the most likely. First, my increasing frustration with one of my passions, mathematics, convinced me to find an alternative topic of research, so that I could shift back and forth. Second, my interest in literature as an art led me to an obvious starting point: works written in Japanese. But by now the obstacle is obvious: my ability to use the language had thinly escaped destruction. Thus began my intense study of Japan. And here I am, one year later: I am still reading Ōe; I have returned to Japan; I am unsure what the solution is, but endurance—what Ōe calls nintai —is my tentative answer.

Word count: 648/650.

Short Response

Prompt 1. The University of Washington seeks to create a community of students richly diverse in cultural backgrounds, experiences, and viewpoints. How would you contribute to this community?

The word “contribute” invokes in me a discomfort. On the surface, I see zealous students eager to spread their message, and demanding adults prodding them. And below, there is universal indifference, a kind of despair. But I cannot hold inside of me such ostentatious deceit—at least, not for long. For if I value one thing, it is small honesty.

I like to see myself as a stone, sunk at the bottom of a deep and sedulous river. I am breathless, and yet I ever so slightly hold back the current. This current—call it “intolerance” or “apathy”—swims in each of us, and, if we are unlucky, overtakes us. It cannot but seek the lowest elevation. On this riverbed, I am, by any definition, insignificant: I am just a small salience stuck in the mud. But I shall stand resolutely, open to any lifeless provocation; and given time, some others may join, forming a diminutive dam of detritus. No doubt some will become dislodged, and no doubt of those that are left, each of us is unimportant individually. But there is a chance, perhaps, that a fisherman on the bank will notice the current slowing; if not, all is well: the debris can feel it slowing.

Can one observe this river in reality? To be sure, the river exists, but its current is more chaotic; it is harder, then, to spot a pronounced thread. But one context in which I daily encounter it is what may be termed “educational desperation”. Being at times slightly better at navigating class material, I am sometimes asked questions. It may be a quick clarification for a passage in a novel, or an explanation of some concept in chemistry, or tips in computing a tricky integral. The current of questions is strong, and although I want to help, I know that answering these questions will have no effect on the current. To fight the current, one must strive for true understanding, not just a number. Curiosity is a requirement.

At times also I read a Japanese book at school. Then, occasionally, someone will ask me questions: “What language is this?” “So are you reading Sartre in Japanese?” “And which way do the words go?” Most of the time, the conversation will end quickly, and the inquirer will leave with nothing more than the added knowledge that some languages are written in different directions. But even this I find superior to helping with schoolwork, for I respond to a specific curiosity. These questions, moreover, can turn into more: it can propel someone into a promising study of Japanese writing or culture; this is the “true way”, in Kafka’s sense.

By being a stubborn stone in the river, that is, by quietly assisting those wanting to discover and understand, I believe I accomplish something important. In this sense, “contribute” becomes genuine, and becomes something I want to do in high school, university, and beyond.

Words: 488/500.

Honors essays

Interdisciplinarity essay.

Honors 1. Why do you want to incorporate our interdisciplinary liberal arts curriculum into your undergraduate experience? What contributions will you make to our community?

Bertrand Russell wrote in the prologue to his Autobiography of three passions that guided his life: love, intellectual curiosity, and pity for the suffering. In educating oneself, although all three of these passions are important, one’s focus does become more intellectual. What is essential, then, is to allow oneself the freedom of moving between passions while also focusing on specific goals.

Even within intellectual pursuits there are perceived categorizations that can severely limit self-actualization. One such categorization is between the humanities and the sciences. I have always focused my studies on one or the other: when engrossed in the abstract beauty of set theory, I am less aware of literature; when I am engaged in studying James Joyce’s works, I do less mathematical proofs. A certain shift in focus is healthy, but a total severance is catastrophic, for being too narrow renders the mind provincial.

The other harmful categorization I see is between absorption and creation. Intellectual curiosity can mean seeking useful information; however, research is only half of the experience. It is important also to use one’s creativity, to apply one’s learning to bring about something new. Creativity is not simply completing assigned work: it means reading a mathematical proof and trying to attain a more general result; it means reading Joyce and trying to emulate his interior monologues.

Although creativity need not be public, I believe by projecting my work outward I can most contribute. Authors like Ōe Kenzaburō masterfully quote other writers in their works, spreading important insights. But sharing need not be as elaborate; it can be simple, like the illumination of a line of verse, or an obvious yet ingenious trick in proving a theorem. Learning, I believe, is the constant exchange of useful information: one cannot do it alone, for knowledge must be shared.

“Lost its meaning” essay

Honors 2. Identify a word or phrase in common use that you believe has, “lost its meaning.” Explain what you think accounts for the loss of meaning and what might be done to restore appropriate meaning to the word or phrase you have identified.

No word in the English language has more exponentially deteriorated than the word “math”. The word generates an infinite conflict, for its whole geometry is false, and this can be proven algebraically. There are a few factors, but first we must ask “What do we now mean by ‘math’?” The conventional meaning is easy, for we all do “math”: we sit in a “math” class, listen to the teacher talk, scribble with a pen (hello Vi Hart!), “peruse” the “math” book. Now examine the inverse: who are the “mathematicians”? Do they go around reciting the digits of e or solving for the roots of a cubic function? Certainly not: that would be irrational.

The problem is that most people haven’t a clue what “math” really is. People think “math” is what they learn at school. But what they learn at school is … “computation”, which is what computers do (not humans). Real math isn’t a formula; it is an exploration. It is art in its highest form. Real math requires inquiry: how does a computer handle ones and zeroes? How can one deduce an optimal diet? Why does multiplication work in the first place? And so on: all questions that inspire curiosity.

What is in our power to solve this grave matter? To be perfectly honest, there is only an infinitesimal chance that we can contribute. But here is something that almost surely anyone can do: before spitting out, “I’m doing math” (with contempt), ask: “Am I really exploring ideas I am curious about?” If the answer is “No”, stop! Say “I’m doing some computations”. But most importantly: explore! Find an incongruity; seek, and sedulously pursue it. Don’t give up. Report to a friend your progress, and repeat ad infinitum !

Words: 290/300.

Extracurriculars

I believe these were limited to 100 words each.

Seattle Japanese School and Studying Japanese. I have attended the Seattle Japanese School since fifth grade. I have consistently earned good grades, and have also participated in school-wide events like the annual Sports Festival. However, as the school alone is inadequate for leaning Japanese, I also read Japanese literature to increase my knowledge. Most recently, I have been reading the works of Ōe Kenzaburō. It has been stunning to see that the literary techniques I had learned for English could be replicated in Japanese. As Ōe often writes about post-WWII Japan, I have also been influenced by his thoughts on psychological confinement and humanism.

Independent study of mathematics. Not being satisfied by mathematics at school, I have been dedicating my time to understanding the reasons why various concepts in mathematics work. To understand why addition and multiplication work consistently, I read and did exercises in Terence Tao’s Analysis I ; to see why numbers could be defined as sets, I began reading Bertrand Russell’s philosophy of mathematics and Paul Halmos’s Naive Set Theory ; to understand why material implication is defined the way it is, I spent two years reading blogs, PDFs, and various books on logic. Through this, I have trained my mind to be methodical but also creative.

Aikido. I have been participating in the Japanese martial art of Aikido. My current rank is 5th Kyu. Training with the people in my Aikido class has increased my strength and awareness, and practicing the moves in the art has allowed me to react to the various attacks. Psychologically, it has also alleviated my phobias of eye- and bodily-contact. Furthermore the experience has enriched my life even outside of the class. When walking around at school, for example, or when I am in very crowded places, I have an increased awareness of my movements.

Tutoring (various). I have tutored people on various occasions. Last year in school, I tutored students studying Japanese. It is difficult to say how much impact I had, but I was able to help them complete their homework. This year in school I have been tutoring (in Spanish) students that recently arrived from Mexico. Since my command of Spanish is weak, the experience has been refreshing as I fumble for the desired expressions. Outside of school, I have volunteered for the Study Zone program at my local library. Through this I have helped the community by making homework a little more bearable.

Trail party at the Soaring Eagle Park. On three separate occasions, I helped out within a trail party at the Soaring Eagle Park in Sammamish. The work consisted of various trail- maintenance tasks, such as digging trenches to carry eventual rain off the trail, clearing the foliage of a fallen tree, and replacing mud puddles with fresh soil. Learning about trail-maintenance and connecting with the other people there was enlightening. Moreover the raw physical exhaustion on all three days was intoxicating. Philosophically, knowing that all of my accomplishments would soon be washed clean by the rain was disconcerting but also oddly pleasing.

• A few people I know have similarly posted their college application essays online, including Brian Tomasik .

Interdisciplinary Honors

Interdisciplinary Honors students are asked to think intentionally about education, knowledge, and interdisciplinary. They take a majority of their UW general education requirements in Honors-specific courses, complete experiential learning requirements, and maintain a portfolio throughout their participation in this curriculum.

Interdisciplinary Honors Requirements Worksheet

Please use the above worksheet to understand the specific requirements for our curriculum.

View Current and Past Courses

HONORS 100 / HONORS 496

HONORS 100 is taken in the autumn quarter of a student’s first year in the Honors Program. In HONORS 100, students will be introduced to the Honors Program curriculum and community, and learn about resources and opportunities available through Honors and at the UW. The course is taught by Honors advisers and Peer Educators, upper-level students in the Honors Program. Students register for HONORS 496 in their final year at UW, after taking a minimum of six Honors courses, and completing one experiential learning activity. This one-credit seminar helps students reflect on their experience at UW and in Honors via their portfolios, and culminates in presentations of the completed portfolios to the Honors community.

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Experiential Learning

In addition to Honors Courses, students in the Interdisciplinary Honors Program are required to identify two learning activities that are experiential in nature and extend the educational process beyond the classroom.  Activities should be in the areas of leadership, research, service or international engagement.  This requirement will be introduced and various options discussed in HONORS 100. To earn credit for this requirement, students must apply to have their experiential learning activities approved by the Honors Program. Students should also include these experiences in their portfolio, and must have completed one of the two required experiential learning activities before registering for HONORS 496.

More About Experiential Learning Requirement

Reflection via the Honors Portfolio

Honors students practice reflection via an online portfolio. Students are introduced to the portfolio in HONORS 100, when they are given the practical and theoretical tools to make this archive of their academic and experiential work. With the help of their Honors peers, advisers, and faculty, students continue to contribute to their portfolios throughout their time at UW and in Honors before polishing and presenting their portfolios in HONORS 496. More About Honors Portfolio Requirements  

GPA Requirement

Students must have a 3.3 cumulative GPA at the time of graduation in order to graduate with Interdisciplinary, Departmental, and College Honors.

GPA Policy & Process

Tools and Resources

Advising and support.

As an Interdisciplinary Honors Student you have access to a lot of support, see our advising page to choose the best advising option for your specific question.

In addition to our advisers, we encourage you to take advantage of the Honors Student Leader resource, on each of our Honors Student Leader’s profiles you will find information about the courses they have taken, their major(s)/minor(s), what activities they’re involved in and more.

Get Involved in the Honors Community

Beginning autumn quarter of their first-year year, all Honors students are invited to participate as an Honors Community Ambassador . As an Honors Community Ambassador you will be invited to volunteer at our prospective student events to speak about your experiences in Interdisciplinary Honors, work with both Interdisciplinary and other Departmental Honors Students to create opportunities for students from both Honors pathways to come together, and create an Honors Student Leader profile.

After you have completed Honors 100, you are eligible to apply to be an Honors Peer Educator (PE) . Honors 100 PEs are leaders in the Honors community by teaching a section of the Honors 100 seminar. They are integral in welcoming, mentoring, and informing incoming Honors students. PEs share insights about and experiences with Honors curriculum, community, and resources with new students.

Check out our events calenda r for other opportunities to get involved!

Honors Scholarships

Apply for our Honors Scholarships for current students! Check our scholarships page for the current academic year’s deadline.

Study Abroad with Honors

Consider applying for an Honors Study Abroad trip! Study-abroad programs meet Honors experiential learning requirements while fulfilling general education and degree credits across arts, sciences and humanities in vibrant locations across many continents. Honors prefix courses fulfill the “W” additional writing requirements, and many of these programs also fulfill “DIV” diversity requirements.

Honors Portal

You can view your advising appointments, experiential learning, and Honors by Contract applications through the Honors Portal .

College Honors

College Honors , the completion of both Interdisciplinary Honors and Departmental Honors, allows students to experience both Honors general education and a deeper understanding of their chosen focus. To earn a College Honors degree, students complete both Interdisciplinary Honors and Departmental Honors in at least one of their majors. Completion of both these requirements earns a student the distinction of graduating “With College Honors in [major]”. Learn more about Departmental Honors .

Connect with UW Honors:

Mary Gates Hall 211, Box 352800 Seattle, WA 98195-2800 Contact Us Office Hours: Mon-Thur, 10am-4pm, Friday by Online Appointment Only. For details click here .

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How to Write the University of Washington Essays 2020-2021

This post has been updated! Check out the 2021-2022 University of Washington essay guide .

The University of Washington is the state of Washington’s flagship university and its premier public university. U.S. News ranked it as 62nd on the 2020 National Universities List.

UW has a 49% acceptance rate, and of the admitted students, the middle 50% achieved  3.75-3.99 GPAs, 27-33 on the ACT, and 1240-1440 on the SAT. UW is a member of the Coalition for College, so prospective students apply through the Coalition application. 

There are two required essays, one being the first Coalition Application prompt, and the other a standard prompt on diversity and community. There is also an optional space to address any unusual circumstances, as well as two Interdisciplinary Honors Program prompts. For a detailed breakdown of each prompt, read on. Want to know your chances at the University of Washington? Calculate your chances for free right now.

For All Applicants

Required: tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. (500 words).

This prompt is the first of the five options on the Coalition Application and is purposefully phrased nebulously to allow for a wide range of responses. You can relay any experience that reflects or shaped who you are. 

To start, examine your many identities, and choose one that you want to highlight. All experiences are valid, whether they are traditional or unconventional. Focus on the things that make you different from others, and reflect on how they shaped you as a person. Remember that this is your main college essay, so be sure to pick an experience that was integral to your growth throughout high school. 

This is a good chance to tell the story behind any major extracurriculars on your activity list. For example, you might write “debate team captain” as an extracurricular, but this essay is where you can recount the grit and dedication it took for you to reach that position, as you once were extremely shy. You can also use this space to explore identities that don’t appear elsewhere on your application, such as your role within your family. For example, you can write about how you tutor your younger brother in math, and how watching his face light up after understanding a new concept sparked your love of teaching. 

A common theme across all college essays is “show, don’t tell.” This phrase is thrown around frequently, but is easier said than done. A few things to keep in mind when showing rather than telling are vividness and authenticity, which can be created by invoking imagery and specific details. For example, rather than saying “I like tennis and the game has always fascinated me,” try conjuring an image in the reader’s mind such as “At the start of my first official match, I gripped my trusted red racquet tightly, swaying ever so slightly from foot to foot in the ‘ready’ stance that I had practiced for years.” While the first response may be true, it is generic and can apply to any tennis aficionado. The latter response better authenticates your experiences than the former, and demonstrates your sincerity to readers. 

Required: Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW. (300 words)

This question serves two purposes: it gives UW an opportunity to learn more about how you developed your values, and it allows them to consider how you might interact with others on campus. It is easy to get mired in focusing on describing your community, but remember, UW wants to learn about you through seeing how your community impacted you. Use a description of your community to frame your essay, but always remind yourself to connect the story back to how it changed you. Once you have framed the essay with a description of who you have become as a result of your community’s impact, be sure to extend this thread to your potential future influence on UW.

There are several ways to interpret community. You could interpret it in the literal sense by explaining how your hometown and family have guided your ambitions. For example, maybe growing up on your family’s farm inspired your appreciation for agriculture and working with your hands. You hope to share this appreciation with other students by working on the UW farm and organizing workshops where students can learn how to plant their own flowers or herbs.

Or, perhaps the community you want to highlight is less conventional, such as the coffeeshop you work at. You could discuss how your coworkers are from all walks of life, and how you’ve befriended a retired older couple that picks up weekend shifts. They offer you advice based on their many life experiences, showing you the importance of having an older mentor. This makes you want to join the Big Brothers Big Sisters chapter at UW.

Regardless of what your community is, be sure to highlight how you’ll contribute to UW’s diversity, whether that’s through your perspective, actions, ideas, cultural traditions, etc.

Optional: You are not required to write anything in this section, but you may include additional information if something has particular significance to you. For example, you may use this space if:

You have experienced personal hardships in attaining your education, your activities have been limited because of work or family obligations, you have experienced unusual limitations or opportunities unique to the schools you attended. (200 words).

This portion of the application is optional, and while we recommend that you fill out most “optional” essays, this space is truly optional. If you don’t have any unusual circumstances, you can leave it blank without penalty. If feel that the parameters apply to you, you should fill this section out. This is your chance to explain anything that hasn’t been addressed in other parts of your application. Since the maximum is 200 words and the prompt is straightforward, you can (and should) also be totally straightforward in your response, rather than painting a picture with vivid imagery. 

For the first prompt, an example of a response could be:

“In the sophomore year of high school, my dad was diagnosed with cancer, and it profoundly affected multiple areas of my life, including my academic performance. For that reason, there is a significant dip in my grades in the spring semester of that year.”

For the second:

“Because my parents own a small restaurant, it is often my responsibility to watch my younger siblings while they are working, and even help out by doing the dishes or bussing tables in my free time. For that reason, I was unable to join as many extracurriculars as my after school time went towards helping ensure the family restaurant was running smoothly.” 

For the last prompt, you can briefly state school-related limitations or opportunities, like if your school did not have an AP or IB program, or if it did have a special internship program that you participated in. Keep in mind that some universities designate admissions officers to research your region and know what programs your school has or doesn’t have – this might be something you want to look into before filling out this section. However, you might want to fill out this section if the school you’re applying to does not have regional admissions officers.

If there is a specific school program or opportunity that you wish to mention, we recommend doing so via your activity list or one of your essays, rather than in this short, 200-word window. If you find that you don’t have space in the rest of your application, then this section is fine.

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UW Interdisciplinary Honors Program

Required: what is your understanding of the uw interdisciplinary honors program and why do you want to be a part of it (300 words).

This prompt is specific to those applying to the honors program, and as such, it should contain a level of interest one notch above a typical admissions essay. Prospective students should research the honors program online to discover its different offerings. Take some time to reflect on which aspects of the honors program appeal the most to you, and how you would realistically take advantage of those opportunities. 

The more specific you are, the better. If there is a certain conference you want to participate in, or class you want to take, mention it! Getting granular demonstrates the research you have done and underscores your interest in both the university and the honors program. Just one caveat: you can mention specific professors, but only do so if you’re truly familiar with their research; otherwise, it will seem like disingenuous name-dropping.

Here’s an example of something to avoid:

Bad: I want to learn more about the way conservation-related engineering affects disadvantaged communities, and the Interdisciplinary Honors Program’s rigorous classes will help me do that. 

Here’s a good example:

Good: I look forward to crafting experiential learning activities via the Interdisciplinary Honors Program. I plan to conduct a community service project centered through an interdisciplinary course such as Science and Engineering for Social Justice. I want to design an architectural structure, such as a public water fountain that filters carcinogens, or a smart streetlight initiative that improves quality of life without negatively disrupting existing community dynamics. Through the Interdisciplinary Honors program, I can combine my different passions by engaging in community projects such as these. 

The bad example mentions “rigorous classes,” which are available at almost every university. The good one lays out the student’s goals and cites resources specific to UW that would allow her to achieve those goals: the interdisciplinary course on Science and Engineering for Social Justice, as well as the community service initiative.

Required: Consider at least two very different subjects you’ve studied in school; tell us how and why you imagine bringing those subjects together in your first year at UW to engage with a pressing global concern. (300 words)

This prompt is incredibly multifaceted. You’ll first want to brainstorm two or more contrasting subjects you’ve studied that:

1. Share more about your background/interests

2. Can be applied to a pressing global issue that you’re passionate about 

For example, maybe you love English and Environmental Science, and you’re concerned about climate change. You could bring these two subjects together to share the stories of the communities impacted by climate change, on a blog or in a print publication. Or, maybe you’re interested in Sociology, Political Science, and Computer Science, and you want to address the concern of automation replacing jobs by engaging in policy around Artificial Intelligence.

Once you have some ideas, you should think of how and why you’ll bring these different subjects together in your first year at UW. Tell us the story of what draws you to your subjects of choice, and your global issue. Research specific Honors Program resources and broader UW resources that will help you synthesize the subjects and engage with the global concern. 

For the first example of the student interested in English and Environmental Science, maybe their town’s water supply was polluted by the textile industry, which is why they want to fight climate change. They could take the honors course Storytelling in the Sciences, which would teach them how to share scientific knowledge in an accessible way. This would help them share the stories of those impacted by climate change more effectively, and equip them with the skills to educate others through writing. They might also want to join the Environmental Law Society to gain experience with the legal side of protecting the environment. 

Regardless of what your story, subjects, and plan are, be sure to share more of who you are and what matters to you, and tie them into specific resources within the UW Interdisciplinary Honors Program.

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

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Honors in History

The application for Honors in History Spring 2024-Winter 2025 is now open. You will need a UW NetID to access the form via Google Suite . Applications require an unofficial transcript, writing sample, statement of purpose, and one letter of recommendation from a faculty member. The deadline to apply for the 2024-2025 Honors in History program will be January 24, 2024. 

Successful applicants to the History Honors program enjoy a unique opportunity to craft their thesis project from the ground up. Spending two quarters engaged in primary-source research under the guidance of a faculty member specializing in their subject area, students will produce a piece of work similar in structure and analysis to the articles professional historians submit for publication.

Success in history Honors is not predetermined by G.P.A. A student who is considering applying to the program should think deeply about the descriptions below and decide whether or not they want to engage in such intense independent research. Students considering honors may have a project outline or several in mind at the time of their application. These topics should be shared as part of their application. The "With Honors in History" on an honors student's diploma is not an end in itself, but rather marks the rigorous process by which a student becomes better prepared for post-graduate work, or employment which requires such a skill set.

Declaring Honors in the History Major

Admission to the History Honors Program is by application only. See above for latest news about application open dates.

In order to apply to the History Honors Program students must meet these prerequisites before winter quarter of their junior year:

• A minimum cumulative GPA or 3.3
• A minimum cumulative GPA of 3.5 in history
• At least 10 credits of upper division history coursework (300-400 level) completed in residence at the University of Washington

Honors Major Requirements

Students who declared the History major prior to Autumn 2002 have a different set of requirements. Contact History Undergraduate Advising with questions.

To earn a History major and graduate "With Honors in History" you will need a cumulative UW GPA of 3.3, as well as 70 credits of history with a cumulative history GPA of 3.5 and a 2.0 in each history course, broken down as follows:

30 credits of upper division history coursework (300-400 level) completed in residence at the University of Washington. Transfer and AP credit, correspondence courses, and foreign study courses are not classified as "in residence."

5 credits each in four of the following six areas of study:

• Asian History (all HSTAS courses)
• European History (all HSTAM and HSTEU courses)
• Latin American & Caribbean History (all HSTLAC courses)
• Middle Eastern & African History (all HSTAFM courses)
• United States &Canadian History (all HSTAA courses)
• Comparative and Transregional Global History (all HSTCMP courses)

10 credits of approved courses in the Pre-Modern period.

10 credits of approved courses in the Modern period.

5 credits of HSTRY 395: Historical Methods

Instead of HSTRY 388 and HSTRY 494/498, honors students complete a three-quarter sequence: HSTRY 395, Modern Historical Writing, is taken Spring of the student's junior year. This course serves as a rigorous introduction to historiography, "the study of the study of history." HSTRY 395 acquaints students with the numerous ways historians have defined their craft, provides insight on factors which influence historians' perceptions of the past, and introduces students to a broad range of approaches to historical analysis. In HSTRY 395 students learn the skills necessary for HSTRY 491/492: Honors Historical Methods. Students must earn a 3.5 or better in HSTRY 395 in order to continue on to HSTRY 491.

10 credits of HSTRY 491/492: Honors Historical Methods

HSTRY 491 and 492 are taken the Fall and Winter quarters, respectively, of the honors student's senior year. HSTRY 491 and 492 are combined into a working seminar in which students produce a senior thesis to serve as their seminal work. Each student is paired with a faculty member who specializes in her or his particular area of interest. Participants in the seminar act as colleagues, reviewing and critiquing each other's work. Time spent in class generally decreases throughout the course of the sequence, as students become more immersed in their research and consultations with their faculty advisor.

The choice of remaining elective History coursework (to reach a total of 70 credits) is entirely at the student's discretion.

The faculty have determined which of our courses fulfill the above requirements. See the Approved Course list.

Applying to Graduate

Students must complete a Graduation Application no later than the third Friday of the quarter in which they wish to graduate. Failure to adhere to these deadlines will delay your graduation. Graduation applications may be completed up to two quarters in advance; doing so guarantees Graduating Senior Priority (G.S.P.) status for the remaining two quarters.

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Honors Colleges and Programs: What to Know

Students in honors colleges and programs often receive more individualized resources and learning, among other benefits.

Honors Colleges and Programs

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A characteristic of many honors colleges is the use of small class sizes for more individual attention from professors.

Key Takeaways:

• Honors colleges are most common at large public universities.
• Schools often require an additional application process for acceptance.
• Honors students usually have smaller class sizes and more individual attention from instructors.

For students wanting to be challenged more academically and experience an intimate learning environment in college , many institutions have an honors college or honors program.

"I think in a day and age in which so many students, especially high-ability students, are coming in to college feeling rootless or feeling as though they can't connect very easily with other people, an honors college provides a space in which students who are serious about their studies, but also might be serious about their other passions as well, can find common cause and common community with other students," says Zeb Baker, founding executive director of the Miami University Honors College in Ohio.

Here's what students should consider before applying to be an honors student.

Honors College vs. Honors Program

Honors colleges – most commonly seen at large public flagship universities – are designed to serve high-achieving students through a rigorous interdisciplinary curriculum and co-curricular experiences, such as research, mentorship, leadership, civic engagement, professional development and study abroad , experts say.

"From the perspective of the university, it's an opportunity to recruit, retain, challenge and support students who might otherwise not be interested in the university, fundamentally," says Zofia Burr, founding dean of George Mason University's Honors College in Virginia.

Students in honors colleges typically take accelerated general education courses, in addition to honors-specific classes that may be taught by designated faculty members. An honors college's curriculum may have different areas of focus, depending on the college. California State University, Sacramento, for instance, has a Black Honors College that is set to enroll its first cohort of students in fall 2024.

"In a normal academic program, you've got to take your writing class, you've got to take stats class, you've got to take political science class," says Luke Wood, the university's president. "So imagine taking each one of those classes, but it's with a focus on Black history, life and culture. They are having that as a thematic element with faculty members with their own space."

Many honors colleges also require students to complete a research project or thesis to graduate. There are also social aspects, experts say, including options to live with other honors students in a living-learning community .

In addition to or instead of an honors college, some schools offer honors programs, although that term sometimes is used interchangeably with honors colleges. However, there can be differences between the two.

Honors programs "are much looser in terms of the experience that students can have," Wood says. "It can range between students who are taking an entire general education pathway to students who are taking just a couple classes. Honors programs are usually smaller in scale and typically don't have the same level of resources. They may not have dedicated space. ... An honors college is when you take that and you truly create your own institution within the institution – your own infrastructure."

Phame Camarena, dean of the William Conroy Honors College at New Mexico State University , says the goal "isn't necessarily to offer harder and faster work. It's to provide enrichment."

"Both a college and a program really are there to help students do more with their education," he says. "All college students, of course, have exceptional potential. (But) not every student is equally motivated or desires something more in terms of what they are going to do for their education. So for students that just want to check off the boxes for the major , honors is probably not for them."

Requirements to Be an Honors Student

Schools often require an additional application process for acceptance to an honors college or program. They typically have different expectations for the two, and applicants may need to meet certain GPA or test score requirements as well as submit supplemental writing samples.

However, "a common misperception is that honors programs are only for the very most academically talented students and that you shouldn't apply unless you have a 4.0 GPA and a huge number of extracurriculars," Bethany Cobb Kung, director of the George Washington University Honors Program in Washington, D.C., wrote in an email. "While it is true that some programs may be very restrictive, many programs are designed to welcome and support any student who wants to push themselves academically and who is willing to dedicate the time and energy required to be a truly engaged learner and scholar."

There are often certain requirements to maintain honors status, such as upholding a certain GPA. At GW, for instance, students must "maintain a GPA sufficient to graduate with a 3.0."

"This ensures students are making appropriate academic progress while not being anxiety-provoking and, most importantly, it allows students who are tackling the most challenging courses the freedom to focus on their learning, rather than on their final grade," Cobb Kung says.

Why Apply to Be an Honors Student?

Honors colleges and programs often create a smaller community within a larger university, experts say, which means smaller class sizes and more individualized attention from faculty members.

Honors students "get a bit more attention earlier on in those first couple of years," Burr says. "Oftentimes when students are in their major, as they progress along, they have opportunities to be in smaller classes. But from the get-go, in the honors college, they have that opportunity."

Honors students may also receive priority course registration, individualized academic advising and formal mentorship. There are also financial benefits, as many colleges offer scholarships or grants specifically for honors students.

Virginia Tech 's Honors College, for instance, offers awards such as the Honors Discovery Grant, which provides up to $6,000 to current honors college students. The money can be used to pay for living expenses during an unpaid summer internship; program or living fees for a faculty-led summer or winter study abroad experience; fees related to attending academic or professional conferences; or costs of a formal visit to an industry, governmental or nonprofit work site.

Is Being an Honors Student the Right Fit for You?

While being part of an honors college or honors program comes with advantages, it's not for everyone.

"I think there are a lot of students whose parents want them to be in an honors college, but they themselves (students) don't want to do this," Baker says. "They don't want that kind of pressure. They don't want that kind of responsibility or obligation. They really just want to come to college and explore what's available. And I think that if you are a student who's in that sort of a situation, then I think maybe you need to really consider whether or not an honors college is a good place for you."

Cobb Kung advises students to consider whether an honors program's curriculum aligns with their personal and academic goals.

"If a student does not enjoy taking courses in areas outside their major, then they might not want to engage in an honors curriculum designed to expose them to a wide variety of course topics," she says. "Students must also be sure that they aren't taking on too many endeavors all at once to avoid undue stress or burnout."

Students also shouldn't just do it for the credential, Baker says, or designation on their diploma.

"For students who only want ... to say 'I'm in an honors college' or 'I'm an honors student,' those are the students who probably don't belong in an honors college to start with because they are not coming in with the right mindset," he says. "They have all this talent, all of this curiosity and all this ambition but it needs to be directed in ways that help everyone, that advance the public good. It's not just about advancing them and their own self-interest."

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Honors Program

University of mary washington honors program.

BE MORE The UMW Honors Program offers highly motivated and advanced students the opportunity to enhance their intellectual, professional, and personal growth as part of a unique community.

The Honors Program is a university-wide undergraduate program that supports highly motivated and advanced students as they grow intellectually through rigorous honors designated coursework, interdisciplinary seminars, strong internship experiences, extended research and creative projects, and community service that develops a community of learners. The program will offer courses that are small in size and that develop the intellectual potential of students through activities that:

• develop communication skills
• incorporate interdisciplinary focus
• include innovative pedagogy
• enhance research skills
• apply critical reading, writing, speaking, problem solving, and thinking skills that incorporate information literacy, and an appreciation of audience
• include greater breadth than non-honors course sections
• incorporate enrichment opportunities to students and faculty
• utilize flexible approaches that accommodate different learning styles
• analyze their own and others’ assumptions

Most students entering the Honors program will do so upon admission to the university. Students are admitted to the Honors Program based on screenings by the admissions office including consideration of high school GPA, standardized test scores, and rigor of high school curriculum. There is no separate application for the Honors Program for students applying for admission to the University.

Other students may apply for acceptance after matriculation , only during their first year at UMW.   Traditional first-year students must have a 3.20 overall UMW GPA or higher and a letter of recommendation from UMW faculty. This only applies to students after matriculation to UMW. Students entering after matriculation will be required to successfully complete 12 credits of HN designated coursework, the Project Design Seminar, the Capstone experience and the mentored service project, in order to be awarded University Honors. The 6 credit per year requirement and minimum of 8 co-curricular events before graduation will also apply to these students for those semesters in which they are part of the Honors program. Exceptions to these policies can be made by the Honors committee/director in extraordinary circumstances.

Completion of the honors program requirements will be recognized at graduation and indicated on the transcript as “University Honors.” Note that departmental Honors will continue to be distinct from the Honors program. Honors in each discipline will still be administered by academic departments based on requirements they determine (see individual departments for details).

All students in the program must complete a minimum of 6 credits per year of Honors requirements and maintain a cumulative GPA of 3.2 in order to remain in good standing.

The UMW Honors Program is a member of the National Collegiate Honors Council and the Virginias Collegiate Honors Council.

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Marcus Rosemy-Jacksaint Signs as Undrafted Free Agent with Washington Commanders

Former Georgia football wide recevier Marcus Rosemy-Jacksaint has signed with an NFL team following the 2024 NFL draft.

• Author: Jonathan Williams

The 2024 NFL draft has officially come to a close and now players who were not selected within the seven rounds are signing with teams as undrafted free agents. Georgia had yet another successful draft but Marcus Rosemy-Jacksaint found his professional home in the free agency market. He has signed with the Washington Commanders.

Rosemy-Jacksaint became one of the most consistent pass catchers on Georgia's roster. He also showcased both his ability and willingness to play special teams during his college career. He finished his college career with 74 receptions, 1,028 receiving yards and seven touchdowns. This past season he had a career-best 535 yards and four touchdowns.

The former Georgia wide receiver was one of many names that started to rise up draft boards following the Senior Bowl. His lengthy size as a wide receiver kept NFL teams interested in his skillset leading up to the draft, and now it has landed him on an NFL roster.

Here is what NFL draft analyst Lance Zierlein had to say about the Georgia prospect:

"Long-limbed receiver who might not have the skill set or traits needed to uncover against NFL competition. Rosemy-Jacksaint played with improved ball skills in 2023, which allowed him to tap into his size and length for catch wins. He doesn't have the speed to separate, and his routes are way too labored and sloppy at this stage. While he has the ball skills to compete at the catch point, he will really need to add polish to his game in order to find himself in consideration as a productive pass catcher."

Other Georgia News:

• Will Georgia Have a 1,000-yard Rusher in 2024?
• Baltimore Ravens Select Amarius Mims in Latest ESPN Mock Draft
• Has Wide Receiver Ladd McConkey Done Enough to Become a First-Round Selection in the 2024 NFL Draft?

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Honors Colleges and Programs: What to Know

U.S. News & World Report

April 25, 2024, 8:00 PM

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For students wanting to be challenged more academically and experience an intimate learning environment in college , many institutions have an honors college or honors program.

“I think in a day and age in which so many students, especially high-ability students, are coming in to college feeling rootless or feeling as though they can’t connect very easily with other people, an honors college provides a space in which students who are serious about their studies, but also might be serious about their other passions as well, can find common cause and common community with other students,” says Zeb Baker, founding executive director of the Miami University Honors College in Ohio.

Here’s what students should consider before applying to be an honors student.

Honors College vs. Honors Program

Honors colleges — most commonly seen at large public flagship universities — are designed to serve high-achieving students through a rigorous interdisciplinary curriculum and co-curricular experiences, such as research, mentorship, leadership, civic engagement, professional development and study abroad , experts say.

“From the perspective of the university, it’s an opportunity to recruit, retain, challenge and support students who might otherwise not be interested in the university, fundamentally,” says Zofia Burr, founding dean of George Mason University’s Honors College in Virginia.

[ Read: When to Apply to College ]

Students in honors colleges typically take accelerated general education courses, in addition to honors-specific classes that may be taught by designated faculty members. An honors college’s curriculum may have different areas of focus, depending on the college. California State University, Sacramento, for instance, has a Black Honors College that is set to enroll its first cohort of students in fall 2024.

“In a normal academic program, you’ve got to take your writing class, you’ve got to take stats class, you’ve got to take political science class,” says Luke Wood, the university’s president. “So imagine taking each one of those classes, but it’s with a focus on Black history, life and culture. They are having that as a thematic element with faculty members with their own space.”

Many honors colleges also require students to complete a research project or thesis to graduate. There are also social aspects, experts say, including options to live with other honors students in a living-learning community .

In addition to or instead of an honors college, some schools offer honors programs, although that term sometimes is used interchangeably with honors colleges. However, there can be differences between the two.

Honors programs “are much looser in terms of the experience that students can have,” Wood says. “It can range between students who are taking an entire general education pathway to students who are taking just a couple classes. Honors programs are usually smaller in scale and typically don’t have the same level of resources. They may not have dedicated space. … An honors college is when you take that and you truly create your own institution within the institution — your own infrastructure.”

Phame Camarena, dean of the William Conroy Honors College at New Mexico State University , says the goal “isn’t necessarily to offer harder and faster work. It’s to provide enrichment.”

“Both a college and a program really are there to help students do more with their education,” he says. “All college students, of course, have exceptional potential. (But) not every student is equally motivated or desires something more in terms of what they are going to do for their education. So for students that just want to check off the boxes for the major , honors is probably not for them.”

[ Read: Avoid These Big College Application Mistakes. ]

Requirements to Be an Honors Student

Schools often require an additional application process for acceptance to an honors college or program. They typically have different expectations for the two, and applicants may need to meet certain GPA or test score requirements as well as submit supplemental writing samples.

However, “a common misperception is that honors programs are only for the very most academically talented students and that you shouldn’t apply unless you have a 4.0 GPA and a huge number of extracurriculars,” Bethany Cobb Kung, director of the George Washington University Honors Program in Washington, D.C., wrote in an email. “While it is true that some programs may be very restrictive, many programs are designed to welcome and support any student who wants to push themselves academically and who is willing to dedicate the time and energy required to be a truly engaged learner and scholar.”

There are often certain requirements to maintain honors status, such as upholding a certain GPA. At GW, for instance, students must “maintain a GPA sufficient to graduate with a 3.0.”

“This ensures students are making appropriate academic progress while not being anxiety-provoking and, most importantly, it allows students who are tackling the most challenging courses the freedom to focus on their learning, rather than on their final grade,” Cobb Kung says.

Why Apply to Be an Honors Student?

Honors colleges and programs often create a smaller community within a larger university, experts say, which means smaller class sizes and more individualized attention from faculty members.

Honors students “get a bit more attention earlier on in those first couple of years,” Burr says. “Oftentimes when students are in their major, as they progress along, they have opportunities to be in smaller classes. But from the get-go, in the honors college, they have that opportunity.”

[ Read: 10 Sites to Kick Off Your Scholarship Search ]

Honors students may also receive priority course registration, individualized academic advising and formal mentorship. There are also financial benefits, as many colleges offer scholarships or grants specifically for honors students.

Virginia Tech ‘s Honors College, for instance, offers awards such as the Honors Discovery Grant, which provides up to $6,000 to current honors college students. The money can be used to pay for living expenses during an unpaid summer internship; program or living fees for a faculty-led summer or winter study abroad experience; fees related to attending academic or professional conferences; or costs of a formal visit to an industry, governmental or nonprofit work site.

Is Being an Honors Student the Right Fit for You?

While being part of an honors college or honors program comes with advantages, it’s not for everyone.

“I think there are a lot of students whose parents want them to be in an honors college, but they themselves (students) don’t want to do this,” Baker says. “They don’t want that kind of pressure. They don’t want that kind of responsibility or obligation. They really just want to come to college and explore what’s available. And I think that if you are a student who’s in that sort of a situation, then I think maybe you need to really consider whether or not an honors college is a good place for you.”

Cobb Kung advises students to consider whether an honors program’s curriculum aligns with their personal and academic goals.

“If a student does not enjoy taking courses in areas outside their major, then they might not want to engage in an honors curriculum designed to expose them to a wide variety of course topics,” she says. “Students must also be sure that they aren’t taking on too many endeavors all at once to avoid undue stress or burnout.”

Students also shouldn’t just do it for the credential, Baker says, or designation on their diploma.

“For students who only want … to say ‘I’m in an honors college’ or ‘I’m an honors student,’ those are the students who probably don’t belong in an honors college to start with because they are not coming in with the right mindset,” he says. “They have all this talent, all of this curiosity and all this ambition but it needs to be directed in ways that help everyone, that advance the public good. It’s not just about advancing them and their own self-interest.”

Searching for a college? Get our complete rankings of Best Colleges.

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Honors Colleges and Programs: What to Know originally appeared on usnews.com

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A Life Overtaken by Conspiracy Theories Explodes in Flames as the Public Looks On

Friends of Max Azzarello, who set himself on fire outside Donald J. Trump’s trial, said he was a caring person whose paranoia had led him down a dark path.

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By Michael Wilson ,  Tracey Tully and Jan Ransom

The journey that ended with a man setting himself on fire on Friday outside the Manhattan courthouse where Donald J. Trump was being tried seemed to have begun in Florida, with a series of increasingly bizarre outbursts.

Standing in the afternoon chill, the man, Max Azzarello, 37, of St. Augustine, Fla., threw pamphlets into the air before dousing himself with an accelerant and setting his body ablaze. The police hurried to extinguish the flames, and he was taken to a hospital burn unit, gravely injured. He died on Friday night.

The fire just a block or two from the courthouse appeared calculated to draw widespread attention, horrifying bystanders and temporarily overshadowing the momentous trial of a former president.

But a closer look at the path the man had traveled to this moment of self-destruction revealed a recent spiral into volatility, one marked by a worldview that had become increasingly confusing and disjointed — and appeared to be unattached to any political party. His social media postings and arrest records suggest the immolation stemmed instead from a place of conspiracy theories and paranoia.

Until last summer, Mr. Azzarello seemed to have lived a relatively quiet life. After high school, where he was a member of a bowling team, he graduated from the University of North Carolina at Chapel Hill in 2009, with degrees in anthropology and public policy.

As a student at Rutgers University in New Brunswick, N.J., where he received a master’s degree in city and regional planning in 2012, he was known for leaving supportive Post-it notes for classmates in the hallways and for his karaoke performances of Frank Sinatra and Disney tunes, said a former classmate, Katie Brennan.

“He was super curious about social justice and the way things ‘could’ be,” Ms. Brennan said. “He was creative and adventurous.”

He began a career in which, according to his LinkedIn profile, he moved among jobs in marketing, sales and technology. In 2013, he worked on the campaign of Representative Tom Suozzi of Long Island, who was then running for Nassau County executive.

An old friend from high school, Steven Waldman, called Mr. Azzarello one of the smartest people he knew.

“He was a good friend and person and cared about the world,” he said.

But there was cause for concern, too.

By last year, he had apparently settled in St. Augustine, where he lived in a modest apartment near the Matanzas River in that historic city. He was a pleasant if sometimes peculiar neighbor.

“An extremely nice person,” said Larry Altman, the property manager at his apartment building, who added: “He had political views that I would not consider mainstream. He called our government and the world government a Ponzi scheme.”

But there were no signs that he was harboring an urge to harm himself, Mr. Altman said.

“If you met Max, he’d shake your hand, and you’d have a nice conversation,” he said. “He’d treat you with respect.”

He was clearly deeply affected by the loss of his mother, however. Elizabeth Azzarello died on April 6, 2022, near Sea Cliff, N.Y., on Long Island, where she had fought pulmonary disease, Mr. Azzarello wrote on Instagram in April 2022.

“I am immensely proud to say that she navigated the awful challenges of this disease with strength, dignity and spirit through the very end,” he wrote.

After this loss, his old friends saw a change. “That was around the time when he became more outspoken,” Mr. Waldman said. “They were close, and they had a good relationship. He was heartbroken.”

By the following year, the clarity Mr. Azzarello had shown in writing of his grief was gone, and a troubled image emerged.

In March 2023, he listed his profession on LinkedIn as “Research Investigator,” self-employed. In June of that year, he tagged Ms. Brennan and several others to make sure they had seen something he had written. She described it as a “manifesto” and called him immediately and tried to intervene. Eventually she wrote to one of his family members to make sure that they were aware that he was in crisis, she said.

About five months later, in early August 2023, he posted on Facebook about visiting a mental health treatment facility: “Three days in the psych ward, and all I got were my new favorite socks.”

Days later, in picturesque St. Augustine, he went for dinner at the Casa Monica Hotel on Cordova Street. Afterward, Mr. Azzarello walked into the lobby, approached an autograph left by former President Bill Clinton, who had signed the wall several years earlier, and threw a glass of wine at it, the police said. He admitted what he had done to officers, the police said. The episode was most likely written off as one man’s bad night.

Two days later, he was back, standing outside the hotel in just his underwear, ranting and cursing into a bullhorn, the police said. And just three days after that, he vandalized a sign outside a nearby United Way office before climbing into the bed of a stranger’s truck and rifling its contents, the police said.

All these events played out within walking distance of the apartment where even his most far-afield views had only recently been delivered politely.

In the months that followed, Mr. Azzarello promoted his disjointed preoccupations in a document he posted on Facebook. The pages attacked fascism and the general complacency of the public. They espoused general anti-government sentiment but did not seem directed at a discernible political party.

“Like frogs in water coming to a boil, the public didn’t notice the rotten truth behind the illusion of freedom,” the writings state. The man who had written fondly of his mother just a year earlier — “gracious and warm, silly and catty, compassionate and supportive” — and their time together seemed to have disappeared.

His greatest vexation appeared to be cryptocurrency, which he cast as a threat to humanity.

It was unclear when he arrived in New York, taking a room at the Soho 54 Hotel on Watts Street in Lower Manhattan and making his way to the running sideshow outside the downtown criminal courthouse.

The area he chose, Collect Pond Park, has been an on-and-off stage for supporters and opponents of Mr. Trump for months. Mr. Azzarello was there by Thursday, holding a sign and speaking in ways that, perhaps bizarre elsewhere, fit in with the disparate voices of the park.

On Friday, the crowd in the park had thinned. At about 1:35 p.m., people began to scream. A blur followed: a man on fire, bright flames licking his clothing and hair; officers scrambling over barricades; a departing ambulance.

His oldest friends were left struggling to make sense of this act.

“He was kind and a gentle soul,” said Carol Waldman, the mother of his childhood friend. “A real wonderful, terrific young guy. Who had his whole life ahead of him.”

If you are having thoughts of suicide, you can call or text 988 to reach the 988 Suicide and Crisis Lifeline or go to SpeakingOfSuicide.com/resources for a list of additional resources.

Nate Schweber , Stefanos Chen , Nichole Manna , Nicholas Fandos , Chelsia Rose Marcius and Claire Fahy contributed reporting. Susan C. Beachy contributed research.

Michael Wilson , who covers New York City, has been a Times reporter for more than two decades. More about Michael Wilson

Tracey Tully is a reporter for The Times who covers New Jersey, where she has lived for more than 20 years. More about Tracey Tully

Jan Ransom is an investigative reporter on the Metro desk focusing on criminal justice issues, law enforcement and incarceration in New York. More about Jan Ransom

Our Coverage of the Trump Hush-Money Trial

News and Analysis

The criminal trial of Trump featured vivid testimony about a plot to protect his first presidential campaign  and the beginnings  of a tough cross-examination  of the prosecution’s initial witness, David Pecker , former publisher of The National Enquirer. Here are the takeaways .

Dozens of protesters calling for the justice system to punish Trump  briefly blocked traffic on several streets near the Lower Manhattan courthouse where he is facing his first criminal trial.

Prosecutors accused Trump of violating a gag order four additional times , saying that he continues to defy the judge’s directions  not to attack witnesses , prosecutors and jurors in his hush-money trial.

More on Trump’s Legal Troubles

Key Inquiries: Trump faces several investigations  at both the state and the federal levels, into matters related to his business and political careers.

Case Tracker:  Keep track of the developments in the criminal cases  involving the former president.

What if Trump Is Convicted?: Could he go to prison ? And will any of the proceedings hinder Trump’s presidential campaign? Here is what we know , and what we don’t know .

Trump on Trial Newsletter: Sign up here  to get the latest news and analysis  on the cases in New York, Florida, Georgia and Washington, D.C.

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Honors Nurses Present in Salt Lake City

Six Honors College students in the College of Nursing presented their research at the 2024 Western Institute of Nursing Conference in Salt Lake City. The presentations covered a range of healthcare topics:

Carolyn Stone * and Ekatrina Burduli Mental health and Birth Satisfaction of Perinatal Individuals During the COVID-19 Pandemic.

Rosie Kirker *, Sheila Hurst, Britanny Bannon, Carolyn Stone , Dena Carr, Sharon Stadelman Sleep Distrubance and Challenges Faced by People Experiencing Houselessness

Destiny Stanek Bolles*, Janessa Graves, Sheila Hurst, Shawna Beese: The Relationship Between Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) among All of us Respondents.

Macy Johnston *, Janessa Graves, Sheila Hurst, Shawna Beese: Exploring Access to Outdoor Physical Activity and Stress in NIH All of Us Research Program

Amelia Kohut*, Janessa Graves, Sheila Hurst, Shawna Beese: The Relationship Between Food Insecurity and Perceived Stress

Bianca Gerghe*, Janessa Graves, Sheila Hurst, Shawna Beese: Mental Health Service Utilization Among Pregnant Women in NIH All of US Research Program

Angela Crable, Jenifer Brewer, Molly Parker, Tara Marko, Natasha Barrow, Amelia Kohut , Sheila Hurst, Julie Postma: Assessing Nursing Curriculum Using the Planetary Health Report Card

Sheila Hurst, Brittany Bannon Dena Carr, Sharon Stadelman, Charis Williams, Carolyn Stone, Grace Borchert, Morgan Erickson , Marian Wilson: Sleep Assessment Among Houseless Individuals

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UW College of Engineering and Physical Sciences Awards Top Honors

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Institutional Communications Bureau of Mines Building, Room 137 Laramie, WY 82071 Phone: (307) 766-2929 Email:   [email protected]

Published April 24, 2024

The University of Wyoming’s College of Engineering and Physical Sciences and the Wyoming Alpha chapter of Tau Beta Pi, the national engineering honor society, have announced award recipients for 2024.

The awards will be presented at the annual College of Engineering and Physical Sciences Awards Banquet Saturday, April 27, at the Marian H. Rochelle Gateway Center.

“We are proud to recognize and honor the exemplary accomplishments of our students, faculty and staff and to thank our generous scholarship donors for their commitment to academic excellence and service to our college,” says Cameron Wright, the Carrell Family Dean of the College of Engineering and Physical Sciences. “We also get to recognize some very special alumni who have brought great credit upon our college and university throughout their careers.”

The recipients have dedicated their lives in the service of engineering and UW. Many have supported UW through their philanthropy, and others have established endowments in their names.

Here are this year’s award recipients.

Lifetime Achievement Award -- Wyoming Eminent Engineer or Scientist

Vince Garcia, a 1987 civil engineering graduate, is manager of the Wyoming Department of Transportation’s Geographic Information Systems and Intelligent Transportation Systems Program. He leads a team that drives innovation within Wyoming’s transportation sector and oversees state-of-the-art technologies that enhance the safety and efficiency of the state’s transportation network. Garcia’s focus is on the safety of the citizens of Wyoming, and his team established a statewide Transportation Management Center and deployed pre-trip, roadside and in-vehicle intelligent transportation systems. Garcia and his team have been at the forefront of connected vehicle technology, which promises to revolutionize the way we navigate our roads.

Lifetime Achievement Award -- Alumnus Eminent Engineer or Scientist

Gene Humphrey, a 1973 mechanical engineering graduate, is co-founder of 9H Research Foundation, which supports UW’s efforts in clean energy research and education. Humphrey is the retired president and co-founder of the semiconductor technology company called International Test Solutions. A Burns native, Humphrey owns the 9H Ranch in Albany County, where he is creating a solar energy research facility that will donate its energy proceeds to the university while also creating research and curriculum opportunities for students and faculty members.

Lifetime Achievement Award -- Distinguished Engineer

William Lapsley, a 1970 civil engineering graduate, began his 54-year career as a junior engineer at the Los Angeles Flood Control District. After the record-breaking earthquake in 1971, he and his team were selected by the district’s chief engineer to investigate the stability of the district’s 14 large flood-control dams. He moved to North Carolina to join the Hendersonville Water and Sewer Department as director and then established his own private consulting firm -- William G. Lapsley & Associates PA -- in Hendersonville. This firm became a prominent engineering consultant for local government, private land developers and industrial clients. After selling this business, Lapsley served as an elected official on the Henderson County Board of Commissioners.

Lifetime Achievement Award -- Hall of Fame

Andy Krieger earned a bachelor’s degree in biology and a master’s degree in petroleum engineering, both at UW. His first job out of college -- as an interventions engineer in Anchorage, Alaska -- turned into a successful career 28 years and counting. Today, Krieger is senior vice president of the Gulf of Mexico and Canada region for BP (formerly British Petroleum), one of the largest deep-water production businesses in the world. The region is an important part of BP’s hydrocarbons business, which is a key pillar in the company’s global production and operations.

Kim Krieger is a 1996 petroleum engineering graduate serving as vice president of midstream for BPX, BP’s onshore oil and gas business. BPX safely and sustainably gathers and processes over 350,000 barrels per day of equivalent production and over $1 billion in new infrastructure investment. As a part of the BPX executive team, Krieger is delivering on a shared vision to disrupt U.S. onshore operations with rapid innovation and game-changing technologies. Before moving to BPX, Krieger served in engineering and leadership roles for BP in Alaska, Trinidad and the Gulf of Mexico.

Pat Tyrrell earned a bachelor’s degree in mechanical engineering in 1979 and a master’s degree in civil engineering in 1982 from UW. After graduation, he worked for WWC Engineering, Wenck Associates, Arco Coal Co. at the Black Thunder Mine and States West Water Resources Corp.

In 2001, Tyrrell was appointed as Wyoming state engineer by Gov. Jim Geringer. In this role, he was the chief water official for the state of Wyoming, overseeing state compliance with interstate compacts and court decrees in addition to managing the permitting, use and adjudication of all of Wyoming’s surface and groundwater resources. Tyrrell served during the administrations of four governors and retired in 2019, the longest-serving state engineer in Wyoming history.

Outstanding Faculty Awards

Outstanding Undergraduate Teaching Award: Jorge Flores, assistant lecturer, Department of Mathematics and Statistics.

Sam D. Hakes Outstanding Graduate Research and Teaching: Morteza Dejam, associate professor, Department of Energy and Petroleum Engineering.

Outstanding Staff Awards

Tau Beta Pi Outstanding Staff: Jeremiah “Jerry” Schuchardt, senior office associate, Department of Chemical and Biomedical Engineering.

College of Engineering and Physical Sciences Outstanding Staff: Mēgan Barber, director of business operations, Dean’s Office.

Outstanding Student Awards

Joint Engineering and Physical Sciences Council Outstanding Senior: Alicia Thoney, Sheridan.

Wyoming Engineering Society Student Engineer of the Year: Hannah Hood, Cheyenne.

Tau Beta Pi Outstanding Member: Anna Steele, Cheyenne.