Download the University Honors brochure to learn more.
With an emphasis on experiential learning, the UHP engages the top 7% of University of Cincinnati undergraduate students in curricular and co-curricular learning opportunities. Students are provided with exceptional learning opportunities through which they can take full advantage of their college experience and develop academically, professionally, and personally. One of the most substantial benefits our program offers is specialized academic advising.
The University Honor Program and UHP academic advisors take a collaborative approach to advisee-advisor interactions. Advisors serve as life coaches, teachers, and of course, academic advisors. Students are supported as they pursue their passions and becoming change agents for the UC, Cincinnati, and global community. UHP advisors look at their role as coaching and teaching in nature and strive to make personal connections with advisees. Advisors attempt to collaborate with their advisees as the students create their experience in our program. Advisors are committed to being a resource for students while also enlightening students on what opportunities, experiences, and programming exists for them across the university and in the community. By remaining up-to-date on the most recent advising strategies and crafting our own, advisors are able to adapt his or her approach to each student’s unique situation. As Lowenstein explains in reference to Wade and Yoder (1995, p. 100) in If Advising is Teaching, What Do Advisors Teach?, "Teaching and advising both reflect an ongoing process requiring two way communication between student and teacher or student and adviser. Effective teaching and effective advising reflect a developmental relationship that focuses on the needs and personal growth requirements of the student/advisee. Teaching is not telling and advising is not telling."
UHP advisors function similarly to faculty advisors with expectations of students to complete requirements and tasks. Therefore, advisors build strong, personal relationships with all of our advisees to ensure that both may engage in thoughtful conversations about expectations that exist for students and vice versa. Our advising team also works diligently to help students feel comfortable sharing more than just their academic concerns. Since the program is a hybrid of traditional academic advising focusing on courses, academic achievement, and assistance and life coaching and personal reflection, students are engaged by many different means. Our advising team also instructs students in classroom settings and holds high expectations from students as they work towards their UHP requirements
Advisors take pride in their knowledge of campus, support systems, and service opportunities beyond campus. University Honors serves as a place for students to comfortably discuss courses they are taking, personal setback and successes, and receive assistance as they craft their collegiate experience. UHP advisors work closely with students to help them define, explore, seek out, and ultimately achieve their goals for their time at the University of Cincinnati.
Learn more about UHP requirements, including the Gateway to University Honors course for first year students. Throughout the program, students will document and integrate their UC and UHP experiences and learning in a learning portfolio.
As you complete the University Honors Program, you will participate in coursework, advising meetings, and experiences that contribute to your academic, personal, and professional development. Below are learning objectives that we will support you in accomplishing; we will also ask you to share your own goals with us.
With support from University Honors advisors, staff and faculty, you will:
Crookston, B . (1972).A developmental view of academic advising as teaching. Journal of College Student Personnel, 3, 12-17.
Kramer, G. (2003). Advising as teaching. In G. Kramer (Ed.), Faculty advising examined. (pp.l-22). Bolton, MA: Anker.
Lowenstein, M. (2005). If Advising Is Teaching, What Do Advisors Teach?. NACADA journal, 25(2), 65-73.
Wade, B. IC, & Yoder, E. P. (1995). The professional status of teachers and academic advisers: It matters. In A. G. Reinarz & E. R. White (Eds.), Teaching through academic advising: A faculty perspective (pp. 97-102). San Francisco: Jossey-Bass.
[My advisor] knows me well enough to be able to suggest what route I should take in certain situations or what opportunities I may be interested in. At every meeting, [my advisor] makes sure we review my academic requirements and accomplish the technicalities that accompany the meeting, in addition to allowing me to reflect on what I have done at UC, what I am currently doing, and what I intend to do in the near future.”
~UHP Advising Survey Response