Mentoring Research

Honors Capstone

Your role as faculty member in support of an Honors Capstone project is voluntary. The rewards of assisting Honors students with a capstone include:

  • supporting high achieving undergraduates with the completion of an independent research project, creative project or performance
  • involving students in work related to your own, and
  • working directly with the University's most talented undergraduates.

As professors, we recognize that these important intangible rewards justify our dedicating a certain amount of time to our students. We leave it to each potential faculty member to judge how much and whether the moment is propitious, and we thank each of you -- and you have been many, from many parts of this institution -- for your invaluable contribution to this important learning effort.

The completed capstone proposal form contract is your mutual record of that agreement; we urge you and the student each to keep a copy. The original is read carefully by the Honors Program Student Services Director when received. Capstones are completed when all criteria are met, when the final project is professionally presented, and when it is written clearly enough for someone outside the discipline to understand its main principles and goals. When the project has been completed you the faculty member will submit the grade in the myUK in the usual manner at semester's end. We encourage students to submit their completed work to undergraduate or disciplinary conferences or to peer-reviewed journals. There is funding available to support these student experiences.

The Honors Capstone must be completed and grade submitted before a student graduates in order to satisfy the Honors Program capstone requirement and to be acknowledged on the student's transcript and diploma.

Honors Course Conversion

Honors students have the ability to convert a non-Honors course for Honors credit by adding an independent project type of component to an existing course.  We encourage both Honors and non-Honors faculty alike to support Honors students in utilizing this unique approach to add additional depth and rigor.  The role faculty members play in this process is to work with the student to identify ways in which additional depth and rigor can be added to a course so that it can count for Honors credit.  Examples of additional work for course conversions include:

  • researching/writing an additional scholarly paper
  • additional lab work or an enhanced project with accompanying readings and discussion
  • completing an additional set of challenging problems or laboratory experiments
  • participation in additional service activities or field experience with accompanying report/analysis
  • attendance in outside of classroom enrichment activities or special events with accompanying analysis

More information about this option can be found on our Honors Course Conversion website.