What do you think about sequences?

A: “I like the sequences. It is good for students to see that type of interdisciplinary

look at different subjects. The fact that they are getting a basis in humanities and reading things they would never read in a normal education. Although it may not always seem practical, it makes the student a more well-rounded person and enhances their reading, writing, and more.”

Q: What should be the heart and soul of the Frederick Meijer Honors College,

and how can this be projected throughout GV and the country?

A: “I think it should be a liberal education blending humanities and sciences. It

should be a melting of the two together. It should be the heart that beats. This also makes it interdisciplinary. It is art and sciences contributing to education. Our world is divided into all of the disciplines going their own ways, but they are all one. Bringing the different fields together to show their commonalities, and showing the common search for knowledge.”

Stakeholder response to “what is the one thing I didn’t ask you that you think I should have?”

 She did not have any other comments or questions, other than mentioning that she very much enjoys the Honors program and wishes for many different students to try it out and see if it is for them.

Will this stakeholder agree to reconnect for further inquiry? How do they want to be contacted?

 Yes- through email and in person communication Three more connections this stakeholder provided:

 Professor of History

 Professor of Spanish Language and Literature  Professor of History

59 Possible next-steps:

 Talk to faculty and more students to keep gaining empathy

 Update questions to add ideas that came up today that might be important to get input from others

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INTERVIEW #7

Stakeholder Group/Location: Niemeyer Learning and Living Center Estimated Age: ____ 20-30 __X__ 30-40 _____40-50 ____ 50+ Gender: Male

Primary Goal of this Opportunity:

To gain insight from an Honors faculty member by listening to their perspectives and experiences of the Honors College.

How does conducting this work reflect on your team problem statement?

The ASAP problem statement says that we want to make the new curriculum engaging and inclusive of all majors. Interviewing different stakeholders offers us the chance to gain empathy and knowledge on how others view the current Honors curriculum.

Summary of Research:

The interviewee is a current Honors faculty member who teaches the Honors sequence Food for Thought, with a field of study in social and environmental impacts of food systems, from production to consumption; urban greening. She explains how we as Honors students have a huge advantage graduating as an Honors student because it will set us apart from all of the other graduates. She feels as though it would be beneficial to separate Honors from gen ed and to figure out a way to continue the Honors experience for all four years. She also thinks that explaining the purpose of the activities and lectures taught would help Honors students to learn better, if they understood why they were learning that material.

Important insights:

● The interviewee feels as though having discussion as part of a class is really beneficial to the student’s learning

● The interviewee feels as though the Honors curriculum is really tied to gen ed and would like to see that changed

● The interviewee sees a benefit in educating students on why they are learning what they are learning, and how they can apply the lessons to their future career Dialogue Questions and Response:

Q: What do you believe are advantages to enrolling and graduating as an

Honors student? What are disadvantages? Why?

A: “So I think that you have a huge advantage as an Honors student that we

don’t really talk about much. And that is, for many jobs a college degree is required and there are so many college graduates. It’s really, really hard to set yourself apart from every other college graduate. So, I think that being an Honors student, if you can learn to leverage that and talk about it then it can set

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you apart. The disadvantage is that the workload does tend to be higher, and until that point, you don’t really get to see that there’s a tangible benefit to it. So, I think that we need to do a better job of talking about how you are getting this Honors experience to set yourself apart, even though you are having a heavier workload, and you may not be getting as high of grades if you were talking non-Honors courses, which some students really see as a draw back. But, at the end of the day very few people care about what your GPA is.”

Q: How does teaching in the Honors College differ from your experience

teaching non-Honors classes at GVSU or another university? How do you believe this teaching style is beneficial to the Honors student?

A: “Every year I teach classes that are non-Honors and I’ve noticed that Honors

students are much more willing to talk in class, whereas students in non-Honors classes it’s like pulling teeth to get people to talk. In Honors, I can come to class with a set of discussion questions prepared and we may not get through all of them because you guys are so full of your own ideas, I don’t really even have to look at my questions to guide it. It happens naturally in the classroom, whereas in my non-Honors class I’ll get maybe a one sentence response to the discussion questions so I really have to design the style of teaching differently. I think that students learn a lot more from discussion, the students don’t

recognize all the time that they are learning more from discussion. The reason why they are learning more from discussion is because they are generating the information and knowledge from their own thoughts, rather than me telling them something to think. It’s so beneficial whenever you generate the information yourself, you tend to remember it better.”