au honors program essay

University Honors Supplement Essays

<p>Hi guys,</p>

<p>I thought it would be good to have a place to talk about the honors supplement since, if you’re like me, you’re trying to finish up your application right about now.</p>

<p>The hardest essay for me has been the “what is your most unpopular opinion” question; what are you guys writing about for that?</p>

<p>When my daughter applied to AU, students did not apply for the Honors Program, you were accepted based on your application. Now that the program has changed, I thank you for posting that essay question - I think it is a very interesting question. However, I doubt anyone is going to post on this board what they are writing about. Applicants want their essays to stand out and if they post part of it here, someone else may choose to write about the same thing. This is your chance to show your uniqueness. Good luck.</p>

<p>After reading through the 5 prompts, I felt overwhelmed by the prospect of writing 5 more essays, so I’ve decided not to apply to the Honors program. I guess I’m not AU honors material, lol.</p>

<p>Although I was attracted by the description and approach of the interdisciplinary honors courses, this prompt in particular was the last straw for me: Write an autobiography of the letter “m.”</p>

<p>Good luck to you.</p>

<p>My son already applied as part of the ED1 package. He was accepted to AU but won’t hear about the honors program until March or so. I asked him what he wrote but he couldn’t remember. The letter m essay had him pondering for awhile.</p>

<p>It looks like more essays will be required for university college application too. He was hoping he was done with the college essays for awhile.</p>

<p>Had no idea there were five essays! That is a lot. As far an autobiography of the letter M - this sounds like the essays that The University of Chicago uses for admission - quirky. My son did not apply there simply because he did not want to do the essays. However, it surely shows a school who is really interested!</p>

<p>For anyone who is curious, the 5 essay questions are posted on the AU Honors Program website. I really like these - wish I had the chance to take a shot at them when I was applying to AU back in the day!</p>

<p><a href=“ http://www.american.edu/provost/honors/upload/Honors-Application-Questions.pdf[/url] ”> http://www.american.edu/provost/honors/upload/Honors-Application-Questions.pdf&lt;/a&gt;&lt;/p&gt ;

<p>I have to wonder if those 5 essay topics–some of which are pretty tough as college essays go–are going to discourage a lot of people from applying for Honors. I can see many being unwilling to add that burden to the college application process when they don’t even know if they’ll be admitted to AU. </p>

<p>I also wonder how appealing the revised Honors program is–the prospect of taking four courses with the same cohort of 45 students sounds a little claustrophobic. I even wonder if students who usually grouse about having to pick from a menu of gen eds will be put off by having to take these four ultra specific classes. I’d also be wary of jumping into a new program in its first year or even second of operation–there are bound to be a lot of kinks to be worked out. I can guarantee that my D, who was accepted into the “old” Honors program, would have had zero interest in the new version, even without the five essay requirement.</p>

<p>I think MommaJ that you will find that there are students who will willingly slog through those essays, who have absolutely no idea what the old honors program looked like. And they do it because the revised program as presented is exactly what they are looking for and is a huge part of what excites them about American U. But sure, they may or may not be the same students that would have been in love with the old format whatever it was. I think the new honors program looks pretty marvelous but as always, getting in when there are only 45 spots is a whole other story.</p>

<p>Indeed the description of the courses holds enormous appeal to me. At this point, however, I feel spent from all of the essay writing (and thinking) I’ve done throughout the Fall. A few nights ago I submitted two 500 word essays for a different honors program and my head actually hurt from thinking when I was done, lol.</p>

<p>The essay prompts for the special programs are generally thought-provoking, and doing justice to them, I find, requires thinking, analysis, self-reflection, writing, editing and so on. I’ve calculated I’ve written 11 separate 500+ word essays on all different topics - reflecting on quotes of brilliant writers and poets, identifying and solving world crises, explaining and celebrating my unique familial and cultural background, inventing blah blah blah…</p>

<p>I guess I’ve reached my limits as far as introspective essay production goes.</p>

<p>Again, good luck to those of you who have the wherewithal to push on through. To my mind, you deserve extra points just for getting it done.</p>

<p>FYI: AU extended the deadline for submission of applications until January 20th.</p>

<p>Momma J said “I can see many being unwilling to add that burden to the college application process when they don’t even know if they’ll be admitted to AU” and I can certainly understand that. My D spent a huge amount of time three years ago writing scholarship essays for WashU and then got waitlisted to the school. Those scholarship essays were for nothing since she wasn’t accepted.</p>

<p>Gosh isn’t that the truth of the matter NewJerseyMom. But “if” the planets had aligned differently and say your daughter spent 10 hours writing those Wash U essays and got a 10K/year scholarship as a result, and decided to go to Wash U, that is $4,000/hour of effort. Probably the best hourly wage any of our kids will ever make in their lives. </p>

<p>It’s worth a try at least some of the time when you are able to battle off the application fatigue that MusicMusic mentioned above. Kids that can do that for every application deserve a medal. Others can only find the mojo a couple of times for the schools and programs that really speak to them the most. My point was that there will be students out there that will see American that way. I know one of them who may not get in to the school never mind honors but in any event, will have left nothing on the table. But having seen those 5 essays, and knowing how much time they took, no way would he have been willing to do this for every school.</p>

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Albert Dorman Honors College

Tips for Writing an Honors College Essay

Writing an Honors College Essay (Max. 400 words)

A college essay is a chance for you to tell us what all your records cannot: who you really are, how you think, and how well you write. It is not an invitation to tell a story, write a novel, or write about other people's experiences. The main point of your essay is to tell us what you have to offer and how you will take advantage of what we have to offer .

• Write an essay that addresses the topic specified  on the application form. A general essay about yourself or an experience you had is not acceptable.
• Do not write your essay as if it were a novel. "The baby cried until it had to be comforted by its mother;" "I could not believe as I walked into my first class that this was the beginning of my engineering career." These tell us nothing about yourself. Regardless of what you may have been told in school, write a straightforward descriptive essay that directly addresses the question asked.
• Avoid clichéd, generic, and predictable writing, such as "I want to help people." This is particularly applicable to essays for accelerated program candidates.
• Do not quote our own description of our program. We know what we have to offer; we are interested in knowing what you have to offer and how you will use what we offer . Tell us about your interests and why the Albert Dorman Honors College is the right place for you.

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Your chance of acceptance, your chancing factors, extracurriculars, honors program application essay advice.

Hey guys, I'm trying to write my essay for an honors program application. Can anyone give me advice on what kind of topics and structure I should focus on to stand out? I'd really appreciate it, thanks!

Hey there! Writing an essay for an honors program can be a great opportunity to showcase your achievements, ambitions, and individuality. Here are some tips to help you craft a compelling essay:

1. Read the prompt and requirements carefully: Before writing, make sure you understand what the honors program is looking for in their applicants. Align your response with their expectations, whether it's academic achievement, leadership, or community involvement.

2. Be authentic: Choose a topic that genuinely reflects your interests and experiences. This can help you tell a more engaging story that reveals who you are as a person. Honors programs appreciate applicants who can show authenticity and passion in their essays.

3. Focus on your unique qualities: Discuss what makes you an ideal candidate for the honors program. This can include your achievements, skills, or personal qualities that set you apart from other applicants. Don't be shy to showcase your accomplishments, but be mindful of sounding too boastful.

4. Tell a story: Use narrative techniques to share your experiences or accomplishments in a way that engages the reader. For instance, if you took on a leadership role in a project that positively impacted your community, describe the challenges you faced, the decisions you made, and the ultimate outcome in a concise and compelling manner.

5. Be clear and concise: Make sure your essay is well-organized, with a clear introduction, body, and conclusion. Avoid going off on tangents, and make sure each paragraph flows logically into the next.

6. Revise and refine: Don't be afraid to revise your essay multiple times. Seek feedback from others, such as your teachers, family members, or friends, to polish your essay further. Pay close attention to grammar, punctuation, and spelling to ensure your writing is clear and concise.

As an example, let's say you decide to focus on your volunteer experience at a local food bank. You could start by discussing how you got involved and what motivated you to volunteer. Then, you might describe the different responsibilities you took on, the challenges you overcame, and the impact your work had on the food bank and the people it serves. Finally, you could tie this experience back to the honors program by explaining how it demonstrates your dedication to community service and empathetic leadership.

Don't forget: Proofread your essay multiple times and ask for feedback from others to ensure your writing is polished and error-free. Good luck!

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American University 2023-24 Supplemental Essay Prompt Guide

Early Decision: Nov 15

Regular Decision Deadline: Jan 15

You Have: 

American University 2023-24 Application Essay Question Explanations 

The Requirements: 1 essay of 150 words

Supplemental Essay Type(s): Community

At American University, Inclusive Excellence is a cornerstone of the academic experience for our students, and we deeply value the learning that is inspired by the diversity of backgrounds and life experiences that all our community members bring with them. Please share why you would like to join this community. (150 words)

American University wants to invite students to campus who are not only eager to engage with and learn from a diverse group of people with a wide range of lived experiences, but also contribute to the inclusive excellence of campus life. So, tell admissions a story about a time when you fostered inclusivity in a community of your own and, then, connect that story to your vision for joining the American community. Maybe you’re very involved in a progressive church youth group that celebrates its members’ differences, including queer, trans, and nonbinary members. Do you hope to get involved with The Center for Diversity and Inclusion’s LGBTQ community on campus next fall? Perhaps you forged friendships with peers with whom you likely would have never crossed paths when you mustered the courage to join the marching band junior year. What have those relationships meant to you and how do you hope to continue to step outside your comfort zone and share your love of music in Washington, D.C. next fall?

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University Honors Program Essay Submission

• University Honors Selection Process

Application Deadline December 15, 2023, 12:00 NOON CST.

The A pplication Period for the 2023-2024 Academic Year will open by October 18, 2023. Late Applications are not accepted.  

If you applied, please check your email regularly as we hope to announce interview times later in the semester. Interviews will be held during the first full week of January.

Applications will be accepted until noon on December 1 st , 2019.

Thank you for your interest in the ATU University Honors Program! To be considered for the Honors Program, you must first apply for Admission to ATU and be A dmitted to ATU. Apply for Admission to ATU Here . 

The University Honors Program at Arkansas Tech University provides an enriched intellectual experience for students with outstanding educational talents and leadership potential. At Arkansas Tech University, the honors student will benefit from opportunities to interact with other highly-motivated students and outstanding professors in the challenging atmosphere of small, innovative honors classes specially designed to foster rational enquiry, critical thinking, and analytical skills.

Applicants interested in applying to the Honors Program should submit the University Honors Program application, including the required essay by DECEMBER 15 at 12:00 NOON (CST). You cannot save and resume this application at a later time; you must complete it in one sitting. If you have any questions, or need assistance, please contact the Arkansas Tech University Honors Program .

You must have an early admit status to the University and created your OneTech account in order to complete the Honors Program application. *Please note it could take up to a week to receive your acceptance and log in information.* You must log in with your NEW atu.edu email. 

Essay Prompts: 

You will be asked to copy and paste a typed essay of 300-500 words on one of the topics below on the application. Please do not submit an essay that has been used for a scholarship or essay competition.

• Describe a setting in which you have collaborated or interacted with people whose experiences and/or beliefs differ from yours. Address your initial response and how you were or were not changed by this experience.
• Explain how and why your life has been significantly influenced by a person (living or dead), an event, or by a particular book.
• Discuss a travel experience that made a significant impact upon your life. Were you changed by this experience? If so, how?

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How to Write the University at Buffalo Honors Essay 2023-2024

The State University of New York at Buffalo (University at Buffalo) is a public university located in Buffalo, New York. It boasts a large, suburban campus and consistently ranks in the top 100 national universities. 

When it comes to admissions, UB is moderately competitive. While there’s no supplement for all applicants, there is one for the Honors College. Here’s how to write a standout response to their prompt.

Want to know your chances at UB? Calculate your chances for free right now . 

UB Honors Supplemental Essay Prompt

Ub honors scholars are characterized by intellectual curiosity, a broad range of interests, and a commitment to a diverse and inclusive society. what experiences have helped to broaden your perspectives academically, socially and culturally what experiences do you hope to have that will enlarge your understanding of the cultural richness of america and the world please be as specific as possible in your answer. (650 words), understanding the prompt.

This prompt allows the admissions committee to get a sense of your values–and what you will contribute to the UB community. A prompt like this has no one “right answer”; your aim should be to find detailed, compelling examples that show : 

• Your understanding and appreciation of intellectual curiosity, diversity, and inclusivity
• What you will contribute to the UB Honors college community’s intellectually curious, diverse, and inclusive community

This means that the only “wrong” answer would be one that shows a lack of understanding of the values that the UB Honors College expressly prioritizes.

With this in mind, let’s take a minute to understand what each of these values means:

1. Intellectual curiosity

Most basically, intellectual curiosity means a desire to ask and answer questions—to learn. “Intellectual curiosity” is a broad enough term that it can fit many different kinds of people. For example:

• You can be intellectually curious by always having questions about everything you encounter in the world around you. Maybe you’re the person who is always eager to ask “why,” whether at a theater performance or in biology class.
• Or you can be intellectually curious by being passionate about a particular set of issues or questions. Maybe you care deeply about how humans can improve the standard of living of the poorest among us, and you are passionate about asking questions in many disciplines—economics, politics, agricultural sciences, sociology—to begin to solve this problem.

2. A broad range of interests

Though many programs encourage specialization (academically and professionally), the UB Honors College is not one such program. The honors college sees itself as a small liberal arts college within the large UB university. A liberal arts education fundamentally is centered on the idea of giving students a varied educational experience, exposing them to different areas of knowledge and inquiry. “A broad range of interests” does not have to mean that you’re interested in everything; it should, however, involve interests that go beyond one set professional or academic path. Consider these two cases:

• Narrow interests: Imagine that you are passionate about math and want to take as many math courses as possible and do as many math-related activities as possible, with the long-term goal of being an academic mathematician. If this is the case, you might not be a good fit for the Honors Program’s “broad range of interests.”
• Broad interests: Imagine that you are passionate about math (and plan to become a mathematician) but also want to understand history, economics, and the arts in order to be a more informed citizen. If you have these interests—and, ideally, a track record of participating in and exploring these non-math areas—then you might be a great fit for the Honors Program.

3. A diverse and inclusive society 

Diversity and inclusivity have become buzzwords; we all think that we know what they mean—and, to an extent, your understanding of these terms is probably right. Fundamentally, diversity and inclusivity have to do with valuing and celebrating the different backgrounds, perspectives, and experiences that come with being part of a multicultural, multi-religious, multiethnic society. Inclusivity places particular emphasis on finding ways to draw in and celebrate those who have historically been excluded from or oppressed by society. 

However, keep in mind that diversity and inclusivity can also have to do with:

• Economic diversity: Including students from different economic backgrounds in an intellectual community.
• Intellectual diversity: Including students with varied political or ideological beliefs in an intellectual community. 
• Geographic diversity within the US: Though international students provide the most vibrant and obvious diversity at many US Universities, students from under-represented areas of the US can also contribute to a school’s diversity. 

Choosing Past Experiences to Write About

The key part of the prompt asks: 

What experiences have helped to broaden your perspectives academically, socially and culturally? 

In an essay like this, it can be tempting to go for quantity over quantity—if you have many experiences that seem to fit the prompt, including as many of them as possible can seem like the right way to go. However, the strongest responses to a prompt like this will focus on just one or two (three at the most) related experience to weave a detailed, compelling picture of how your values fit with those of UB.

When writing about your experiences, your aim should be to show not tell . This means picking specific “moments” from each experience to bring the experience to life. Here’s a mini example:

Telling: During my exchange trip to Italy, I spent as much time as I could talking with the locals and learning about their cultural practices. 

Note that this is a very general summary of the writer’s experience; vivid details do not shine through, and the reader does not get much of a sense of what the writer saw, felt, or did. 

Showing: One morning, I looked up from my customary espresso to find a friendly, wrinkled face across the table from me. My new friend, patient with my imperfect Italian comprehension, told me stories about her farm where she had lived as a child, before poor economic conditions forced her family to sell their land and move to the city.

This little anecdote puts the reader “in the moment”; it clearly conveys that the writer spoke with locals and learned their stories, but it does so through one engaging story, rather than through general summary.

With this point in mind (about “showing not telling”), consider these examples of experiences someone might write about. They demonstrate the variety of experiences that could fit this part of the essay prompt:

A student who did an exchange trip to Japan and also worked at a Mexican restaurant could write about these two very different experiences. 

• The student could pick a “moment” from their experience in Japan that shows how they encountered different academic and social norms in Japan.
• Then, they could describe different specific aspects of their work in a Mexican restaurant, showing what they learned about food and culture. 
• Zooming out, the student could give examples of how these experiences have helped them connect with those who are different from them in their daily life. 

A student whose parents got divorced while she was in middle school could write about this experience and about how, around the same time, she began volunteering at a nursing home in her community. 

• Using vivid, detailed “moments” (for example, a specific moment when she could not focus), the student could explain how her parents’ divorce was socially and academically difficult for her, since it distracted her from friends and school. 
• Then, she could show how this experience motivated her to develop specific new study habits and social skills, and to volunteer at the local nursing home. 
• Next, the student could describe how this volunteering experience exposed her to elderly people of varied cultural and economic backgrounds, allowing her to put aside her own personal turmoil and focus on listening and learning. The writer could pick one or two specific friends from the nursing home to write about in detail.

Choosing Future Experience to Write About

The second part of the prompt asks:

What experiences do you hope to have that will enlarge your understanding of the cultural richness of America and the world? 

This is what we call a “forward-looking” question. By asking both this question and one about your past experiences, the admissions committee is trying to understand not only who you are now, but how your past experiences have shaped your future goals. 

This part of the prompt is a key place to pivot to think specifically about the Honors College and your goals for college. In other words, college is a great time to enlarge your understanding of the country or world’s cultural richness. Here, your goal should be to still stay specific and to create continuity between the past- and forward-looking parts of your essay. 

What to Avoid

Writing about very vague or generic experiences (meeting other students, talking with your peers)

Engaging with other students in college is a critical and fruitful part of the college experience; however, you should do your best to identify a forum for engagement that will show the specificity and sincerity of your hopes. This could mean extracurriculars, discussion groups, or even just shared, informal activities like cooking or game nights.

Writing about the exact same experiences that you’ve already had

If you’ve done an exchange in Japan in high school, writing that you want to go back through a similar program in college will likely not show growth or a desire to push your understanding further.

However, you could instead write about how you want to pursue an internship in Japan or go there for research or another experience that is meaningfully different (presumably more in-depth) than the experiences you’ve already had.

Writing about experiences just because they seem “impressive”

Many college applicants feel pressure to express interest in activities that are competitive or come with high prestige. However, a prompt like this one is all about understanding your values and how you connect with other people. This means your priority should be authenticity. 

For example, you have not demonstrated any interest in Model UN or international relations more generally, it would not feel cohesive if you wrote about how you plan to broaden your cultural perspective by joining Model UN in college (unless you are able to come up with a compelling, personal reason for branching out into this entirely new field). 

Aside from these common pitfalls, there is, again, no one “right” way to answer this prompt. However, here are two ways that the examples above could answer the second question in the prompt:

• The student who wrote about his experiences in Japan and working in a Mexican restaurant could write about how he hopes to get involved in the UB Honors College’s international cafe, which exposes students to food and practice from different cultures. 
• He could also write about how he hopes to travel back to Japan to learn more about Japanese culinary traditions, which were not his focus during his first (academically-focused) visit.
• The student who wrote about her parents’ divorce and her work in a nursing home could write about how she hopes to study different models for caring for the aging in different cultures.
• The writer could explain how her experiences have showed her that how a society treats its oldest citizens offers key insight into social and cultural values and norms. 
• She could cite specific UB courses and resources opportunities that would allow her to study this topic, such as the Gerontology minor, which focuses on the study of aging.

Where to Get Your UB Essay Edited

Do you want feedback on your UB essay? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools.  Find the right advisor for you  to improve your chances of getting into your dream school!

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We begin in wonder, journey in curiosity, and ultimately, dare to know. The AU Honors Program brings together a diverse community of students and faculty to learn in experiential and inquiry-driven ways. Propelled by curiosity and a willingness to take risks, our students endeavor to push the bounds of the known and the knowable throughout their shared academic journey. The program supports students as they dare to contribute to knowledge, creative expression, and meaningful change.

Students in AU Honors practice the fundamentals of research and critical thinking through a sequenced curriculum that includes Honors sections of AU Core classes; research experiences from across academic fields and disciplines; a Challenge Course in which they form teams to complete a collaborative project; interdisciplinary colloquia; and a Senior Capstone, which may be completed in their major.

Admission to the Program

Interested incoming students must complete an application that includes several essays, and admission is based upon excellence in their high school academic performance, demonstrated potential for high performance as undergraduate students, and their fit with the program. Enrollment is highly selective; students entering in their first year receive a merit-based scholarship and may be eligible for financial aid.

Students demonstrating exemplary achievement during their first year at AU, or students transferring to AU to begin their sophomore year, may also apply to the AU Honors Program. Students entering the program at the start of their sophomore year take an additional Honors Colloquium in lieu of the first year curriculum.

Program Requirements

• First-year students entering the program must complete 23 credit hours
• Sophomores entering the program must complete 18 credit hours, including an additional 3 credit hours of Honors Colloquium in lieu of the 8 credit hours of first-year coursework
• Minimum 3.00 GPA in AU Honors coursework
• Minimum 3.20 cumulative GPA during all program enrollment
• Minimum 3.50 cumulative graduating GPA to receive the American University Honors Program notation on the final transcript

Course Requirements

First year (8 credit hours), college writing.

Complete 3 credit hours from an honors section from the following:

• WRT-100 College Writing (3)
• WRT-106 College Writing, Intensive (3)
• CORE-106 Complex Problems Seminar (3) (honors section required)
• HNRS-150 AU Honors Experiential Learning (1)
• HNRS-151 AU Honors Research Experience (1)

Second Year (6 credit hours)

• HNRS-395 Theories of Inquiry (3)
• HNRS-398 Honors Challenge Course (3)

Honors Colloquium I (3 credit hours)

Complete either an Advanced Honors Colloquium, or an upper-level honors course offered by an Honors in the Major    program:

Advanced Honors Colloquium

• HNRS-400 Advanced University Honors Colloquium (3)

Upper-Level Honors in the Major

Complete 3 credit hours from an honors section offered in conjunction with an Honors in the Major    program. Honors sections are designated by Honors in the Major programs, and they may offer honors courses in addition to the ones following:

• FIN-365 Business Finance (3)
• ITEC-355 Operations Management (3)
• MGMT-353 Management and Organizational Behavior (3)
• MKTG-300 Principles of Marketing (3)
• SISU-397 SIS Honors Colloquium (3) (topics)
• SPA-300 SPA Honors Colloquium (3)

Honors Colloquium II (3 credit hours)

Complete either an Advanced Honors Colloquium, or an upper-level honors course offered by an Honors in the Major    program, or an Honors Supplement    in conjunction with any non-honors upper-level course ( Honors Supplement    must be approved by the AU Honors office):

Complete 3 credit hours from an honors section offered in conjunction with an  Honors in the Major    program. Honors sections are designated by Honors in the Major programs, and they may offer honors courses in addition to the ones following:

Honors Supplement

Note:  Noncredit HNRS-050 Honors Supplement (0)    may be attached to any other registered course.  Honors Supplement    must be approved by the AU Honors office; please contact the office for more information.

• HNRS-050 Honors Supplement (0)
• 3 credit hours from approved upper-level AU or study abroad coursework

Honors Capstone (3 credit hours)

Complete either an AU Honors Capstone, or an Honors in the Major    Capstone, or an Honors Capstone Supplement    in conjunction with any non-honors Capstone course ( Honors Capstone Supplement    must be approved by the AU Honors office):

AU Honors Capstone

• HNRS-498 University Honors Capstone (1-6) (3 credit hours required)

Honors in the Major Capstone

Complete 3 credit hours from an honors capstone offered in conjunction with an  Honors in the Major    program. Honors capstone sections are designated by Honors in the Major program, and they may offer honors capstone courses in addition to the ones following:

• BIO-498 Senior Honors Thesis II (3)
• CHEM-499 Honors: Senior Year (1-3) (3 credit hours required)
• HIST-481 Senior Thesis in History II (3)
• MGMT-458 Strategic Management (3)
• NEUR-498 Honors Capstone II (3)
• PSYC-498 Honors Capstone (3)
• SISU-441 SIS Honors Project II (3)
• SPA-480 SPA Honors Capstone (3)

Honors Capstone Supplement

Note:  Noncredit  HNRS-098 Honors Capstone Supplement (0)    may be attached to an approved Capstone    course.  Honors Capstone Supplement    must be approved by the AU Honors office; please contact the office for more information.

• HNRS-098 Honors Capstone Supplement (0)
• 3 credit hours from  Capstone    coursework

Meet 2024’s University Student Award Winners

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Each year, 18 students are honored with AU’s highest awards for service, leadership and scholarship - the University Student Achievement Awards.

In a tradition that goes back nearly a century, students are nominated for specific ways they have excelled at AU and impacted the community, from academics to leadership. This year’s award winners will be feted on May 9 at an Awards Program, and honored during their commencement ceremonies, where they will also be seated on stage. Winners also receive cash awards.

Here are the 2024 graduates who will be honored for their outstanding contributions.

Outstanding Scholarship

Four students are honored each year for exceptional scholarship: two undergraduates and two graduate students. This year's awardees for the Scott A. Bass Outstanding Scholarship at the Undergraduate Level Award are David Brostoff , SIS/BA ‘24, and TreVaughn Ellis , CAS/BS ‘24. Hehewutei Amakali , SIS/MA ’24, and Samantha White , CAS/PhD ’23, will receive awards for Outstanding Scholarship at the Graduate Level.

David Brostoff , SIS/BA ’24, graduates with a bachelor's degree in international studies and certificate in Political Thought. David’s senior thesis research on the philosophy of nuclear strategy was lauded by faculty for its nuance. His essay “Politics Among Realists” received an undergraduate research paper award from the University Library and will be published in the Crimson Historical Review. An intellectual leader on campus, David served as president of the Alexander Hamilton Society, which hosts numerous events and book discussions; as co-founder and director of The Pericles Institute, a student-run foreign affairs think tank at AU; and as the student advisor of the SIS Foreign Policy & Global Security House. He also landed competitive internships at the Council on Foreign Relations and Department of State Bureau of East Asian and Pacific Affairs and was awarded the War Studies Fellowship and National Defense Fellowship.

TreVaughn Ellis , CAS/BS ’24, will receive his bachelor of science degree in biology, with a minor in dance. TreVaughn journeyed to Alaska to conduct fieldwork as a National Oceanic and Atmospheric Administration Hollings Scholar and received the prestigious Udall Scholarship recognizing future leaders in environmental policy. He was selected for multiple competitive research experiences, including the National Science Foundation REU Program, STEMSEAS microplastics cruise, and Black in Marine Science Tidal Wave Program. In addition to building his experimental expertise in John Bracht’s lab, TreVaughn is involved across campus. He served in leadership roles in the Beekeeping Society, Garden Club, and Brother Brother mentorship program. This summer, following his graduation, TreVaughn will participate in The Diversity Project at UCLA before ultimately pursuing a PhD.

Hehewutei Amakali , SIS/MA ’24, will receive a master’s degree in Global Environmental Policy. Her Substantial Research Paper (SRP) went above and beyond expectations and made important contributions to the study of environmental justice and indigenous-led carbon removal solutions. She was also one of the lead authors of the first-ever societal impacts chapter for the National Petroleum Council study. Hehewutei received many honors and awards during her time at AU, including the Climatebase Fellowship and the DACOR Bacon House Fellowship. She was also selected for the Energy Leadership Institute’s 2024 EnGen Cohort and served as a panelist for the Carbon Dioxide Removal Symposium. Post-graduation, Hehewutei will continue her important work as the Low Carbon Policy Advisor for ExxonMobil Low Carbon Solutions.

Samantha White , CAS/PhD ’23, graduated in December 2023 with her PhD in Behavior, Cognition, and Neuroscience. Her dissertation examined the dynamics of decision-making using behavioral, computational, and neurobiological methods. Samantha is already an accomplished scholar, having published multiple peer-reviewed scientific papers, including several as first or co-first author. In recognition of her talents, she was invited to join the inaugural Early Career Advisory Board for the Journal of Neuroscience. Samantha has won many competitive research awards, was named a Cosmo Scholar by the Cosmos Club Foundation Grant Program, and received the Trainee Professional Development Award from the Society for Neuroscience. Samantha was selected as a postdoctoral fellow for the Section on Neurobiology of Compulsive Behaviors at the National Institute of Mental Health.

Outstanding Service to the Community

The award for Outstanding Service to the University Community goes to two students — graduate or undergraduate — who have made a lasting impact on the AU community.

Jehane Djedjro , SIS/BA ’24, served as Student Trustee for AU’s Board of Trustees. Providing the trustees with the student perspective, she thoughtfully and enthusiastically advocated for her peers and the university’s diversity and inclusion efforts. Jehane was also appointed as the sole student representative on the Presidential search Committee. She was involved with many student organizations, including the Kennedy Political Union, Residence Hall Association, and African Students’ Organization. In the words of one of her recommenders: “Jehane reflects the highest ideals of American University – integrity, leadership, service, and academic achievement.”

Kyle Ta-ay , SIS/MA ’24, is a committed leader in the School of International Service. As a Student Advisor for International Student and Scholar Services, he assisted fellow international students in navigating AU. As Vice President of Finance for the Graduate Leadership Council, Kyle ensured equitable distribution of funds among the various graduate organizations and graduate student councils. And through his scholarship and research at the ASEAN Studies Initiative, as one recommender put it, “Kyle has consistently exhibited a profound passion for advancing knowledge and understanding in the Indo-Pacific region both inside and outside of the university setting.”

Student Achievement Awards

Eleven of AU’s most active, engaged, and high-achieving undergraduates are being honored for their impact on the community with Student Achievement Awards.

Chaitanya Venkateswaran , SIS/BA ’24, receives the Bruce Hughes Award , which goes to a student who has performed outstanding service to the university community and demonstrated unusual depth and maturity in leadership. She has been deeply involved across AU; she was the Student Director of the School of Public Affairs Leadership program, and she served as both an AU Ambassador and AU Diplomat where she welcomed prospective students with professionalism and enthusiasm. Chaitanya has worked as Managing Editor of Clocks and Clouds - an undergraduate research journal at AU, and closely worked with and mentored students in her role as Complex Problems Program Leader and Supplemental Instruction Leader for introductory economics and statistics courses over her time at AU. In the words of one nominator: “Through her tireless efforts, she has significantly contributed to fostering collaborative learning environments where all students feel valued, supported, and empowered to thrive.”

Kyra Thordsen , SPA/BA ’24, earns the Catheryn Seckler-Hudson Award , given to a senior who exemplifies character and achievement while making significant contributions to Student Government. Kyra single-handedly rebuilt the School of Public Affairs Undergraduate Council, which had ceased to exit before her arrival at AU. As President, she transformed the SPA Council into the most thriving undergraduate council at AU. Kyra also organized the Spring 2023 AU Changemakers Summit, advancing conversations about social change in and outside of the university. Her nominators lauded her belief in “in student empowerment, in improving specialized university programming, and in bettering the university community as a whole.”

Amira Tripp Folsom , SIS/CAS/BA ’24, is the recipient of this year’s Harold Johnson Award , which honors a student for promoting cultural and racial diversity and understanding. As Editor-in-Chief of The Blackprint , Amira shared stories and experiences of DC’s communities of color around crucial issues like gun violence. As an intern at AQ Studios, she amplified the voices of queer people across Africa and the African diaspora. Amira also led an Alternative Break to South Africa with a co-leader, focusing on the anti-apartheid movement. In the words of one recommender, “Amira's character and her actions speak to her commitment to living a life of purpose and impact raising awareness around issues of diversity, equity and inclusion and positively impacting traditionally marginalized communities.”

Madyson Brown , SPA/BA ’24, earns the Kinsman-Hurst Award , which recognizes service in Student Government or the Student Conduct system. As President and Director of Special Projects for the School of Public Affairs Undergraduate Council, Madyson oversaw the planning and execution of many events for the SPA community. She was also an AU Student Ambassador, welcoming prospective Eagles to campus. Madyson also worked at the Department of Homeland Security as a Women, Peace, and Security intern and was a Democracy Summer Fellow for Congressman Andy Kim. Her nominators praised her “exemplary leadership and service within both the university and broader community.”

Emily Brignand , SIS/BA ’24, has been awarded the Charles W. Van Way Award for her contributions to building community. As President of Project Pengyou, Emily forged connections between Chinese international, Chinese-American, and other AAPI students through collaborative events and programming. She was also Treasurer and then Vice President of the SIS Undergraduate Council, spearheading and supporting many community-based and student-centered projects and initiatives. To bridge community through advocacy, Emily also wrote for The Eagle and the Pericles Institute as an Op-ed writer. Celebrating her work building community, Emily’s recommenders noted that she “promotes equality and inclusion in every aspect of her life.”

Gabrielle MacKay , SIS/BA ’24, lands the Charles Glover Award for her citizenship and business leadership. Gabrielle served as the Chief Financial Officer for American University Model United Nations Conference, AmeriMUNC, which attracts over 900 high school students every year. She managed a $175,000 budget with ease, becoming the first AmeriMUNC CFO to successfully negotiate and sign a multiyear contract with a hotel. Gabrielle also expanded access to financial aid, distributing the largest amount of financial aid in the organization’s history. She also served as a Program Leader for several Complex Problems seminars and interned several times in Congress. Her recommenders noted that “work toward increasing accessibility has been a constant throughout Gabby’s formal and informal leadership.”

Alexandra Drakeford , SPA/BA ’24, has been awarded the Fletcher Scholar Award for her combination of leadership, citizenship, and scholarship. Alexandra was as a Core Leader for Power, Privilege, and Inequality, an AU core curriculum course. She was also a member of Student Government, and Director of Inclusivity, Diversity, Equity, and Accessibility for the AU College Democrats. Off campus, she worked with the Youth Activism Project and was selected as a Social Justice Fellow by the Martin Luther King Jr. Memorial Foundation. Additionally, Alexandra interned with the White House, the Smithsonian, and the at the Office of President and Mrs. Obama during her time at AU. She also gave a talk at TEDxOxford and sits on the Washington DC board for the Princeton Prize in Race Relations. In one nominator’s words: “She has brought her passion, courage, vulnerability, and authenticity to the totality of her AU experience both on and off its campus.”

Yohan Moon , SIS/BA ’24, wins the Carlton Savage Award for his work to increase intercultural understanding at AU. Yohan founded the Korean International Scholar Association (KISA), celebrating his Korean heritage with his peers and facilitating intercultural dialogue across campus. Yohan also served as a Core Leader for Visual Culture in Korea, an AU core curriculum course, and he supported international relations work as an intern at Woodrow Willson International Center for Scholars. In one recommender’s words: “His call to shape a future valuing diversity, fostering understanding, and championing peace reflects a deep commitment to making a positive impact in the community.”

Magnolia Mead , SPA/BA ’24, receives the Gail Short Hanson Award for Advocacy for principled and informed leadership in advancing a cause, policy, or program that benefits the campus community or a community beyond the campus. Magnolia was a dedicated advocate for climate justice. As the National Organizing Director for the youth-led climate justice organization Zero Hour, she advocated for climate legislation at the Capitol and was invited to the White House to celebrate the passage of the Inflation Reduction Act, the largest federal climate legislation in US history. On campus, Magnolia was President of the Sunrise Movement at AU, engaging the university community on issues of climate justice. As one nominator said, “she strives to make the university a community-centered institution that can lead with the innovative and visionary knowledge required to address the climate crisis.”

David Hobbs , SPA/BA ’24, has earned the Evelyn Swarthout-Hayes Award for contributing to the community through the arts while demonstrating impressive academic achievement. Playing both piano and saxophone, David was a powerful presence in multiple musical ensembles, including the Symphony Orchestra, Symphonic Band, and Chamber ensemble. He also supported the Musical Theatre program as a rehearsal pianist and pit orchestra musician. Not only a leader in the music program, David also served as an AU Ambassador, welcoming prospective students to campus and delivering a keynote at Boston New Eagle Welcome. He was also involved on campus as a section editor at The Eagle and audio director for Kennedy Political Union. One recommender described David as “someone who not only gets along with everyone but also thrives on collaboration and the exchange of ideas.”

Bryn Underwood , Kogod/BS ’24, receives the Stafford H. Cassell Award , which recognizes a student who exemplifies the traits of Stafford Cassell—total, selfless dedication to AU, profound energy, reliability, intellectual curiosity, friendliness, and helpfulness. Bryn was a student athlete on the field hockey team and a member of two Patriot League Championship teams. Named the Patriot League Scholar Athlete of the Year in 2023, Bryn also supported her fellow athletes as Vice President of the Student-Athlete Advisory Committee. Beyond athletics, she was the Treasurer and Student Leader for Cru and participated in several musical theatre productions. Bryn also was a Teaching Assistant for the Business and Entertainment program and a Peer Consultant for Kogod’s Center of Professionalism and Communications. Speaking to her character, one recommender said: “Beyond all of her academic and athletic success there is a light that shines brightly within Bryn.”

President’s Award

Ekua Hudson , CAS/BA ’24, is the 2024 President’s Award winner – the highest distinction for an AU undergraduate. Ekua is a public health major creating more equitable food systems in DC and beyond. Read all about Ekua and her work fighting food insecurity in the profile, “ 2024 President’s Award Winner Has a Hunger for Addressing Food Deserts .”