University Honors Program

University Honors Program

Advising and Requirements

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.

Philosophy and Expectations

UHP academic advisors develop strong, personal relationships with all of our advisees to ensure mutually beneficial and engaging conversations about individualized expectations and goals. UHP advisors function similarly to faculty advisors in that we hold expectations of students to complete requirements and projects. UHP advisors discuss traditional topics such as course selection and academic achievement, but also provide life coaching and opportunities for personal reflection. Our advising team also works diligently to help students feel comfortable sharing more than just their academic concerns. Seeing students develop both on academic and personal levels enhances our ability to develop meaningful relationships and encourage our students to integrate their overall learning.

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. Through an appreciative advising model, students are supported as they pursue their passions and in becoming change agents within our communities.

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."

Learning Objectives for UHP students

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. 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.

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:

  • Know the mission, requirements, and terminology of the University Honors Program
  • Identify and complete honors experiences related to your interests, goals, and passions
  • Understand the process for developing self-designed experiential learning projects
  • Learn the technical and reflective skills necessary to effectively document your learning in honors coursework and experiences in your learning portfolio
  • Demonstrate reflective skills in your daily experiences, key decision making and strategic planning, and approach to choosing and completing honors experiences
  • Revisit previously created material in your learning portfolio; revise to include new perspectives and discoveries
  • Identify nationally competitive awards related to your field of study or area of interest and begin working toward meeting requirements  for undergraduate- and graduate-level scholarships
  • Develop relationships with University Honors peers, staff and faculty during various social and academic events
  • Develop professional communication skills, such as writing thoughtful and well-crafted emails, responding to invitations and inquiries promptly, and creating polished resumes and application materials
  • Develop professional presentation skills, such as understanding your audience, sharing relevant information, and focusing on audience benefit and how your learning can assist others
  • Learn to solve problems and advocate for yourself in a respectful, thoughtful manner
  • Share and reflect on your honors experiences with current and prospective honors students, the campus community, potential employers, etc.
  • Revise and submit a final iteration of your learning portfolio for personal reflection, integration of your experiences, and graduation review
  • Celebrating your experiences at the University Honors Program graduation/recognition ceremony


References & Resources

Arcario, P., Eynon, B. & Clark, J.E. (2005). Making connections: Integrated learning, integrated lives. Peer Review, 7(4), 15-17.

Bloom, J.L., Huston, B.L., & He, Y. (2008). The appreciative advising revolution. Champaign: Stipes Publishing, LLC.

Crookston, B . (1972).A developmental view of academic advising as teaching. Journal of College Student Personnel, 3, 12-17.

Klein, J.T. (2005). Integrative learning and interdisciplinary studies. Peer Review, 7(4), 8-10.

Kramer, G. (2003). Advising as teaching. In G. Kramer (Ed.), Faculty advising examined. (pp.l-22). Bolton, MA: Anker.

Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, D.C.: Association of American Colleges and Universities.

Lowenstein, M. (2005). If Advising Is Teaching, What Do Advisors Teach?. NACADA journal, 25(2), 65-73.

Nash, R.J. & Murray, M.C. (2010). Helping college students find purpose: The campus guide to meaning-making. San Francisco: Jossey-Bass.

Sanchez, L. Two’s company, three’s a crowd: Can group advising be appreciative and effective?. The Mentor, July 2008.

Schaller, M. (2005). Wandering and wondering: Traversing the uneven terrain of the second college year. About Campus, 10(3), 17-24.

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.

Wagner, T. (2012). Creating innovators: The making of young people who will change the world. New York: Scribner.

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Academic Advising

[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