James Scholar Honors Program

Welcome to a new year in the AHS James Scholar Honors Program. There will be a meeting for NEW James Scholars (new freshmen and transfer students) to explain the program on: Aug. 29th @ 5:00pm, Room 1002 Huff Hall If you are a new freshman or transfer student, please plan to attend.

AHS students who would like to begin the self-nomination process to become a James Scholar must meet the following requirements:

• Earned a 3.50 cumulative Illinois GPA.
• Completed at least one semester on the UIUC campus, including 12 graded hours.
• Have no history of academic integrity violations.
• Not be a 2nd semester junior or beyond (unless the student has received permission to remain an undergraduate for a fifth year).

Provided those requirements are met, students can begin the Self-Nomination process during the first 2 weeks of the fall or spring semester.

PLEASE NOTE: Students beginning the Self-Nomination process in the SPRING semester must complete TWO Honors Plans to earn James Scholar designation for the academic year.

The Self-Nomination process is as follows:

• Student meets eligibility requirements above.
• Please complete the Self-Nomination Form (https://forms.illinois.edu/sec/29845476.) prior to the 2nd Friday of the semester. The deadline for Fall 2023 is Sept. 1st @11:59pm. No late forms will be accepted.
• After AHS reviews the form, the student will receive an email giving them access to the Canvas site for AHS James Scholars.
• Via the Canvas site, the student will submit an Honors Plan (or two) by the 4th Friday of the semester. The deadline for Fall 2023 is Sept. 15th @11:59pm. (If student is self-nominating in the spring semester, they must submit TWO honors plans.)
• 5. Any self-nominating student who does not submit their Honors Plan by the stated deadline will be removed from the self-nominating process.

Submit Self-Nomination Forms: Sept. 1st @ 11:59pm

Submit Honors Plans: Sept. 15th @ 11:59pm

Submit i-Program completion certificates: Dec. 15th @ 11:59pm

Submit i-Program and any other required essays: Dec. 15th @ 11:59pm

• Enroll in at least 12 graded credit hours each fall and spring semester
• Maintain at least a 3.50 Illinois GPA 
• Complete one honors project every fall and spring semester. (You do have the option to skip the fall semester and complete two in the spring, but I don’t advise that for your first semester on campus.)

Honors projects 

In general, honors projects are opportunities for students to expand their academic experience either in or out of the classroom. Please visit the Requirements page for an overview of the options for completing an honors project.

For students beginning their first semester on our campus, a few honors project options would be most appropriate. Click below to find out specifics. 
 

• Samuel Adeoye, Systematic Review of Nutrition mHealth Hypertension Intervention for Resource Limited Populations
• Anastasia Adjei, An Investigation of Air Pollution, Diet Quality, and Antioxidant Intake on Adipose Tissue Inflammation
• Afnaan Afsar Ali, Understanding the Role of a Socially Assistive Robot to Successfully Age in Place
• Madison Barrera, Relationship between Caregiver Education and Expressive Language in Children with Down Syndrome
• Divya Bhookya, Accessing Health Information: Challenges & Solutions Among People Aging with Vision Loss
• Lauren Couri, The Relationship between Physical Activity and Cognitive and Motor Skills in School-Aged Children
• Kalia Davis, The Effects Diet and Air Quality Have on Systemic Inflammation and Childhood Asthma
• Maya Dye, Advice from Aging With a Disability: A Qualitative Study on Wisdom
• Meghan Gibbons, Limiting Chronic Volume Overload for Patients on Hemodialysis Via Short-term, Home-Delivered Low Sodium Meals and Dietary Education
• Aneesa Goyal, Microbial Protease Supplementation Potentiated the Early Net Exposure to Postprandial Amino Acids in Healthy Adults
• Daniela Hernandez, Spanish-English Bilingualism: A Reward or Penalty in Healthcare?
• Melinda Jara, The Effects of a Remote Social Engagement Program in Caregivers of Persons with Dementia: A Case Study Approach
• Abigail Keasler, Relationship between Caregiver Education and Expressive Language in Children with Down Syndrome
• Abigail Keck, An Investigation of Personality, Physical Activity, and Heart Rate Variability
• Isabella Lau, Effects of Background Music Familiarity on Children’s Word Recognition
• Emma Mueller, The Relationship Between Levels of Communication and Features of Autism in Children with Down Syndrome
• Favour Ojerinde, Differences In The Development Of Disability Among African Americans And Its Contributing Factors
• Noah Olivero, Technology Support for Online Interventions that Prioritize Social Engagement
• Holly Panfil, Aging Effects on ERSPs During Strategic Attention
• Aditi Patel, Implications of Conversational Agents on Loneliness of Older Adults: A Mini-review
• Atlas Pilchen, Effects of Background Music Familiarity on Children’s Word Recognition
• Annalisa Ranallo, Resilience in the Case of Individuals with Long-COVID
• Eve Rubovits, Analysis of Study Using MyVoice to Collect Data on Youth Caregiving Experiences and Perspectives
• Natalia Rzepa, Aging Effects on ERSPs During Strategic Attention
• Rahil Sadruddin, Exploring Self-Efficacy for Physical Activity Among Cancer Survivors Participating in a Virtual 12 Week Program
• Emilie Schramer, A Review of Sex-Based Differences in Individuals with Misophonia
• Brandon Snipe, Analyzing Older Adults’ Interactions with Voice Assistants: Implications for Improving Adoption of Novel Technologies
• Leyna Tran, Effects of Background Music Familiarity on Children’s Word Recognition
• Alexandra Trekas, Associations Between Discourse Production and Cognitive Performance in Persons with Mild Cognitive Impairment
• Anna Vanisko, Analysis of Study Using MyVoice to Collect Data on Youth Caregiving Experiences and Perspectives
• Lauren Vicencio, Daily Sound Level Exposure for Preterm Infants in the Neonatal Intensive Care Unit
• Ashley Yun, The Relationship Between Levels of Communication and Features of Autism in Children with Down Syndrome