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University Scholar Pathway

Year 1

• HONR 120: Introduction to Honors|1 credit
  First-year seminar taught by the dean to kick off your Honors experience. E-Portfolio* development begins here. Course is required for all first-year students. Transfer students are exempt.

• HONR 121L: Ways of Knowing | 3 credits
  Seminar course exploring the human experience across millennia through the lenses of philosophy, science, religion, and literature. Satisfies two general education requirements: Literary&Artistic Studies and Intermediate College Writing.

*E-PORTFOLIO: Honors students will develop an electronic portfolio as part of their requirements to graduate with University Scholar Distinction. The portfolio will include artifacts that demonstrate important activities and learning outcomes from their Honors courses and experiences. Support for completing this project will begin in HONR 120 and continues with ongoing Honors advising.

Year 1-4

• HONR 394: Interdisciplinary Colloquia | 3 credits
  A series of interdisciplinary offerings that explore an array of topics from diverse perspectives, taught by top faculty.

• EXPERIENTIAL LEARNING | 2+ credits
  Options include fieldwork, internships, supervised research, study abroad, and more.

• HONORS ELECTIVES | 7-9 credits
  Options include departmental honors offerings, general education honors courses, experiential learning, and honors special topic and interdisciplinary courses. The DHC offers over 50 classes each semester!

Year 3-4

• CAPSTONE PROJECT | 3+ credits
  Faculty mentor-supported, original research or creative scholarship in your academic area(s) of interest. Only one capstone required for each student. Must include a final artifact (end-product) and a formal, public presentation. Students may have their project published through the University’s research database.

Unless expressly permitted in a course syllabus, assignment description, or other written instructions provided by an Honors faculty member, Honors students are responsible for creation and validation of their work and should abide by the following policies. 

1. Exams: Generative AI may NOT be used for any purpose in an exam. It may be used for studying (e.g., to create flashcards, ask review questions, and other uses designed to help better understand course material).
2. Course Work: Generative AI may be used to perform research in ways similar to search engine functions (i.e., Google), for correction of grammar, proofreading, locating sources, and similar functions. The software may NOT be used to compose any part of submitted assignments or written responses, except as specified by course syllabi, assignment prompts, or instructors.
3. Personal Reflections/Scholarship Applications/Admissions Materials: Generative AI may NOT be used to compose written responses for scholarship applications, applications to the honors college, applications for student leadership positions, job applications, or other forms/assignments that require a personal, reflective response. You may use it for grammar or proofreading.
4. Capstone: Generative AI use for research must be approved by the DHC in advance and in writing and disclosed in the final product, including an explanation of their use, the tool(s) used, full text of prompts, and full texts of responses. Your final artifact for your capstone may NOT be developed using generative AI. The following guidelines apply:
   1. If you copy language verbatim from a Generative AI tool, you must use quotation marks and provide a citation note to indicate that the words used were not your own, including the prompt.
   2. If you paraphrase output from a Generative AI tool, you must provide a citation note indicating that the idea, format, and syntax were not originally your own.
   3. Failure to provide proper attribution and citations violates the academic honesty policies and will result in a student being subject to disciplinary measures.

Use of AI that is inconsistent with the above expectations may result in academic consequences. Using generative AI to write materials for you may be to your own detriment in the learning process. Check out this article from MIT: .

Citation: Modified based on materials from Honors Program

Students will build their honors e-portfolio in Introduction to Honors or Personal and Professional Development courses. If you do not take either of these courses, it is your responsibility to build your e-portfolio on your own. Please reach out to dhc@umontana.edu if you have any questions.

The purpose of the e-portfolio is to provide students with the opportunity to reflect on their academic progress, ask questions for further inquiry, consider their academic and professional interests, and forge connections between subjects that might then lead them toward capstone projects in their fourth year. This is an opportunity for students to archive, collect, document, and celebrate artifacts that demonstrate their achievement of the DHC learning objectives. The e-portfolio should be a valuable resource for students in future academic and professional endeavors.

A complete e-portfolio will include:

• Home page
• About Me
• Artifacts (e.g., uploaded assignments, projects, etc.)
  • One from each honors experience at UM (e.g., course, internship, study abroad, etc.)
  • Capstone Project
  • Final Honors Reflection
• Optional
  • Professional materials (e.g., resume, cover letter, LinkedIn page)
  • Scholarship materials (if applicable)
  • Personal statement
  • Writing samples
  •  Photography/Art/Video
  • Experiential learning reflections
  • Publications and presentations