James Scholar Honors Program

By participating in the program, James Scholars enjoy these benefits: 

• Opportunities to engage academic material differently with more direct interaction with faculty.
• Enhanced relationships with faculty. In AHS we believe it is our personal touch that distinguishes us from other academic units on campus. These strengthened relationships result in better learning experiences in the classroom and only strengthen the ability of our faculty to recognize and recommend your talent.
• Priority registration times. As a James Scholar you can register before most students.
• Honors recognition on final transcripts and at the AHS convocation graduation ceremony. At the AHS convocation (graduation) ceremony, James Scholars will wear special regalia, and are given special recognition. 

 There are a variety of ways to join the College of AHS James Scholar Honors Program (see below). 

Admitted James Scholars 

Incoming freshmen in the top ~10% of the admitted AHS class are invited to participate in the James Scholar Program as a part of the admission process. Eligibility is determined after a review of multiple academic indicators. 

On-Campus Transfer Students (ICTs)

If a student was a James Scholar in their previous College, the James Scholar status will automatically remain when they transfer to AHS. They will be begin receiving information from and following the AHS James Scholar Honors Program the first semester they are officially in AHS.

Off-Campus Transfer Students

Incoming off-campus transfer students with a 3.65 GPA are invited to participate in the self-nomination process during their first semester on campus. The first three requirements for self-nomination above are waived for these students.

Self-Nomination 

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. (Exceptions are made for INVITED off-campus transfer students)
• Completed at least one semester on the Illinois campus, including 12 graded hours. (Exceptions are made for INVITED off-campus transfer students)
• Have no history of academic integrity violations.
• Not be a second semester junior or beyond (unless the student has received permission to remain an undergraduate for a fifth year).
• Incoming off-campus transfer students with a 3.65 GPA are invited to participate in the self-nomination process during their first semester on campus. The first three requirements above are waived for those students.
• Provided those requirements are met, students can begin the self-nomination process during the first four 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: 

1. Student meets eligibility requirements above.
2. Student completes the self-nomination form prior to the second Friday of the semester. No late forms will be accepted.
3. After AHS reviews the form, the student will receive an email giving them access to the Canvas site for AHS James Scholars.
4. Via the Canvas site, the student will submit an Honors Plan (or two) by the fourth Friday of the semester. (If student is self-nominating in the spring semester, they must submit TWO honors plans.) Any self-nominating student who does not submit their Honors Plan by the stated deadline will be removed from the self-nominating process. 
5. Student receives confirmation email with AHS approval.
6. Student successfully completes the honors project(s).
7. Student meets all of the requirements for James Scholars.
8. Student receives confirmation email from the college in January or June.
9. Student has the full benefits of being a James Scholar starting the next semester. 

Each current James Scholar (and self-nominating students) will be added to the Canvas page for the AHS James Scholar Honors Program. This site contains all the resources the student will need, in addition to the link for submitting their Honors Plan and any required documentation.

Eligibility requirements 

To remain a James Scholar, a student must: 

• Maintain a 3.50 cumulative Illinois GPA (Evaluated at the end of the spring semester).
• Maintain a 3.50 yearly Illinois GPA (evaluated at the end of the spring semester).
• Complete at least 12 graded hours on the Illinois campus each fall and spring semester. (Exceptions are made for semesters with HK 471 (CHLH section) and RST 485, or last semester seniors who do not need 12 hours to graduate.)
• Complete an Honors Plan, and appropriate honors project, each fall and spring semester (If necessary, students can opt to complete two honors projects in one semester).
• Maintain academic integrity (Academic Integrity is expected with all courses and James Scholar work and communications. Any suspected violations will be addressed through the appropriate University channels.)

James Scholar Designation 

After grades are posted for the spring semester, academic records will be evaluated. Students who meet all eligibility criteria for both the fall and spring semesters in an academic year will be awarded the James Scholar designation on their transcripts. The designation is added AFTER the academic year is complete. 

In general, honors projects are opportunities for students to expand their academic experience either in or out of the classroom. Please continue reading 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. See “Honors Plan” below for more information. 

When students choose to complete an Honors Project through a regular course, there is no set format students and instructors must follow. The expectation is that the project expands on the course information and allows the student to interact with the course material on a deeper level. 

Honors Project Options 

Academic options

• CHP Course
  • Earn a B- or higher in the course.
  • Not elect Credit/No Credit in the course.
• James Scholar course (or section of a course)
  • Earn a B- or higher in the course.
  • Not elect Credit/No Credit in the course.
• Honors projects in regular courses
  • Earn a B- or higher in the course.
  • Not elect Credit/No Credit in the course.
  • Meet the instructor’s expectation for the project, including submission deadlines.

Research options 

• Undergraduate research
  • If enrolled in a research course, must receive a B- or S grade.
  • If not enrolled in a research course, must be verified by research supervisor.
• Presenting research
  • If presenting at the Undergraduate Research Symposium, no documentation is required.

Community and Global Engagement 

• Study Abroad
  • Successfully complete all courses/requirements associated with the experience.
  • Courses abroad cannot be taken as Credit/No Credit.
• Volunteer
  • ~40 clock hours/semester in one setting.
  • Hours verified by volunteer supervisor.
• Internship (CHLH 485 or RST 485)
  • Successfully complete the course

Leadership 

• Leadership Lab (formerly i-Program) through the Illinois Leadership Center
  • Successfully complete all requirements for the program.
  • Provide documentation of completion
  • Submit reflective essay.
• The Institute or the Donaldson Leadership Retreat through the Illinois Leadership Center
  • Completion verified by the Illinois Leadership Center. 

Honors Projects Guidelines and Examples 

Guidelines 

Honors project topics and formats are developed based on student and instructor interests and course topics. The expectation is that the project expands on the course information and allows the student to interact with the course material on a deeper level. 

All projects must be approved by the student, instructor and the College of AHS and subject to academic standards of professionalism. Projects are expected to require at least 15 additional hours of work above the normal work required for the course. 

Examples 

• Participate in 13 online conversations with Spanish-speaking students, with reflection paper
• Volunteer for 10 hours at Campus Recreation Wellness event, with reflection paper
• Explain and illustrate a psychological concept via an educational video
• Prepare and deliver a 10-minute presentation to the class on how weather affects the student’s major
• Complete and deliver a presentation on the Affordable Care Act
• Formulate a research question that addresses the impact of exercise/physical activity on a disease and conduct a review of literature
• Develop a public service announcement on a drug, including the history of the drug, historical and current uses, etc.
• Complete 5 blog posts, in Spanish, reflecting on volunteer hours at a refugee center
• Develop an article summary and presentation on a physics-based science article
• Reading “Opening Skinner’s Box: great psychological experiments of the twentieth century,” with reflection paper 

Honors Plan 

All current James Scholars must complete an HONORS PLAN each fall and spring semester. The electronic plan will inform the College about the method the student is choosing to complete their required honors project. The plan will automatically route to receive all necessary approvals. 

After student submission and instructor approval (if necessary), the process will not be complete until the College has approved the plan. Students will receive a confirmation email when AHS has approved their plan. Some options require submission of documentation at the end of the experience, as well.

Submit Honors Plan 

The deadline for submission of the Honors Plan by the student is 5:00 p.m. on the 4th Friday of each semester. 

The AHS Undergraduate Student Affairs staff reserves the right to decline any Honors Plan submitted past the deadline. 

Fall 2025

Submit Self-Nomination Forms: September 5th at 11:59 p.m.

Submit Honors Plans: September 19th @ 11:59 p.m.

Submit Leadership Lab Essays: December 19th @ 11:50 p.m.

Spring 2026

Submit Self-Nomination Forms: January 30th @ 11:59 p.m.

Submit Honors Plans: February 13th @ 11:50 p.m.

Submit Leadership Lab Essays: May 15th @ 11:59 p.m.

Many James Scholars choose to fulfill their honors requirement by participating in undergraduate research. As with previous years, this year there were many AHS James Scholars presenting their research at the Undergraduate Research Symposium. Here are the James Scholars that presented at the 2025 Undergraduate Research Symposium:

• Afnaan Afsar Ali, CHLH, Senior: Domestic Robot Support for Successful Aging – A Journey through Planning, Design, and Implementation
• Ava Amabile, SHS, Freshman: The Writing Process Through Students’ Eyes: Insights for Educators
• Audrey Arlis, SHS, Junior: How are Audiologists Testing People’s Ability to Hear in Noisy Settings?
• Isabel Bemont, KIN, Junior: Physical Activity Behavior on the Relationship Between Predicted and Experienced Affect During Exercise
• Lydia Burger, KIN, Sophomore: Physical Activity Behavior on the Relationship Between Predicted and Experienced Affect During Exercise
• Aubrey Cervantes, KIN, Senior: How Cognitive Appraisal Shapes the Anxiety-Working Memory Link After Exercise
• Kristin Cho, IHLT, Senior: How Does Visual Impairment Affect Health Literacy and Health Behaviors in Adult Populations?
• Dona Chong, IHLT, Sophomore: Leveling Up Coordination: A Remotely Delivered Grid Game Intervention for Low-Active Adults
• Elenna Claudio-Deutsch, IHLT, Senior: Spices and Herbs: Combining Taste, Health, and Cultural Inclusivity
• Nathan Coates, IHLT, Freshman: Diet Quality and Anxiety Symptom Severity among College Students
• Makenna Cravens, IHLT, Freshman: The Writing Process Through Students’ Eyes: Insights for Educators
• Andrea Davila, SHS, Senior: Speech Recognition in Monolingual versus Bilingual Spanish and English Speakers: A Behavioral and EEG Study
• Jack DeNardo, RST, Sophomore: A Review of Literature: Athlete Advocacy Groups and/as Collective Activism
• Rachel Divan, KIN, Freshman: The Role of Physical Therapy in Mediating Movement Behaviors and Body Composition in Children with Cerebral Palsy
• Mac Dooley, SHS, Senior: To Code or Not to Code: The Differences Between Automatic and Manual Coding of Language Transcripts
• Elleora Eastman, IHLT, Freshman: Identifying the Cognitive Needs and Preferences of Individuals with Mild Cognitive Impairment for Designing Assistive Technology: A Literature Review
• Joel Emil, KIN, Junior: Exploring ICT-Based Interventions to Promote Moderate-Intensity Aerobic Exercise in Breast Cancer Survivors: A Literature Review
• Jillian Fanning, KIN, Junior: Tools and Strategies to Navigate Health Management and Information Barriers for Older Adults with Traumatic Brain Injury
• Charles, Gentle, KIN, Freshman: Square-Stepping Exercise in Older Adults: The Impact of Exercise Conditions on Intensity
• Maddie Glowacki, SHS, Freshman: The Writing Process Through Students’ Eyes: Insights for Educators
• Katherine Hopkins: IHLT, Senior: Community Workers as Navigators: Helping Family Caregivers Access Vital Support and Resources
• Kaliyah House-Henry, SHS, Freshman: Feasibility of Virtual Reality for Speech Therapy Services
• Collin Janusz, KIN, Junior: The Effects of Meeting Recommended Physical Activity Guidelines on Mental Health and Harmful Substance Intake
• Patricia Jurzyk, IHLT, Freshman: Relationship between Resting State EEG and Behavioral Performance on Prospective Memory Task in Young Adults
• Ashley Kim, KIN, Senior: The Effects of Lower-Extremity Resistance Training on Mobility, Power, and Walking Speed in Active Older Adults: Preliminary Analysis
• Emily Kinel, SHS, Junior: Investigating Kindergarten Sentence Structure
• Isabella Lau, SHS, Senior: Impact of Dysphonia on Vowel Recognition in Children: Implications for Speech-in-Noise Perception in Educational Settings
• Bella Lopez, SHS, Junior: Feasibility of Virtual Reality for Speech Therapy Services
• Kendell MacDonald, KIN, Junior: Gender Differences in Dominant vs. Non-Dominant Shoulder Range of Motion in Individuals with Disabilities: A Comparative Analysis
• Samantha Macek, RST, Freshman: Far Right or Far from Right
• Shae Madula, KIN, Senior: Investigating Social Cohesion Among Older Adults in the Lifetime Fitness Program
• Liz Martinez, KIN, Senior: How Cognitive Appraisal Shapes the Anxiety-Working Memory Link After Exercise
• Robert Mattas, KIN, Freshman: Video Analysis of Proxemic Interactions Between Older Adults and an Assistive Robot
• Judith Mensah, CHLH, Sophomore: Investigating Social Cohesion Among Older Adults in the Lifetime Fitness Program
• Zara Mkrtychian, CHLH, Senior: Gestational Diabetes Management: The Tale of Two Clinics
• Emma Morrical, SHS, Junior: Impact of Dysphonia on Vowel Recognition in Children: Implications for Speech-in-Noise Perception in Educational Settings
• Katie Naveja, KIN, Junior: The Influence of Menopause on Glenoid Morphology and Shoulder Pain
• Haley Neudorf-Alshanski, KIN, Junior: Immersive Virtual Reality (VR) for Low-Sodium Dietary Education and Grocery Shopping for Hemodialysis Patients
• Alan Oliva, IHLT, Junior: Hidden in Plain Sight: Identifying Characteristics of Rising Compassion Fatigue Among Healthcare Workers
• Claire Osborn, CHLH, Freshman: The Writing Process Through Students’ Eyes: Insights for Educators
• Fatima Pantoja Lara, IHLT, Sophomore: Cultural Considerations for Engaging Hispanic/Latino Populations in Aging and Disability Research
• Nicole  Peters, SHS, Senior: Investigating Kindergarten Sentence Structure
• Daniela Pule, KIN, Sophomore: “A Nosotros, Todos Los Latinos, El Baile Nos Gusta”: A Qualitative Analysis of a Remote Latin Dance Program for Older Latinos
• Jenna Quafisheh, SHS, Junior: Development of Kindergarten and First Grade Informational Writing
• Heba Rashid, CHLH, Junior: Beyond Fitness: PE for Mental Health
• Ella Redden, SHS, Sophomore: Developing an Ecological Test: Measuring Children’s Speech Comprehension in the Classroom
• Sydney Shannon, KIN, Junior: Fire Readiness for Wheelchair Users (FEW)
• Dana Shuaibi, IHLT, Senior: Mapping Current Literature to STARRS Questionnaires for Military Suicide Risk Assessment
• Mustafa Siddique, IHLT, Sophomore: Analysis of Free-Text Medical Notes Quality in the Cardiology Department at Johns Hopkins All Children’s Hospital
• Julia Stelter, KIN, Sophomore: Recruitment and Retention of Disadvantaged Adults for a Community-Based Implementation of Mindfulness-Based Eudaimonic Wellbeing
• Jaeda Thompson, IHLT, Senior: Champaign County Profile of Black Americans
• Aishi Tulasaku, IHLT, Junior: Lack of NELF-B in Sertoli Cells Leads to Impaired Spermatogenesis and Infertility in Mice
• Angel Urquizo, KIN, Freshman: Developing Tip Sheets for Medicare Understanding
• Valerie Weinshenker, IHLT, Junior: Synthetic Endocrine Disrupting Chemicals and their Effect on Copulatory Behavior in Mice
• Dorota Wulw, SHS, Senior: Investigating Kindergarten Sentence Structure
• Max Zagorski, IHLT, Sophomore: Impact of Late Bedtime on Sleep, Physical Activity, and Sedentary Behavior in Older Adults
• Yu Zheng, IHLT, Freshman: Investigating Step Count and Intensity During the Square-Stepping Exercise in Older Adults