James Scholar Honors Program

It is time to submit your Honors Plans for spring 2025. Please access the form on the James Scholar Canvas page.

Plans must be submitted by Feb. 14 at 11:59 p.m.

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 UIUC 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).

Provided those requirements are met, students can begin the Self-Nomination process during the first two 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. Complete the Self-Nomination Form prior to the second Friday of the semester. The deadline for spring 2025 is Jan. 31 at 11:59 p.m. 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. The deadline for spring 2025 is Feb. 14 at 11:59 p.m. (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.

There will be a Zoom info session for students interested in self-nomination on:

Jan. 28 at 4 p.m

http://go.ahs.illinois.edu/TonyaPulleyZoom
Meeting ID: 979 116 4929
Password: 976974

Submit Self-Nomination Forms: Jan. 31 at 11:59 p.m.

Submit Honors Plans: Feb. 14 at 11:59 p.m.

Submit Leadership Lab essays: May 16 at 11:59 p.m.

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.

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. 
 

• Afnaan Afsar Ali: Understanding the Preferences of Older Adults in Using Virtual Reality to Support Social Engagement
• Ava Amabile: Investigating Topic Maintenance and Organization to Advance Understanding of Kindergarten and First Grade Opinion Writing
• Sinan Anwar: Assessment Preferences and Accommodations: A Comparative Study in the Classroom
• Saiesha Bollapragada: Public Health Preparedness Among UIUC Students During Extreme  Heat Conditions
• Olivia Burns: Systematic Review on the Effects of Translation Technologies on Health Literacy in Adults
• Emily Butryn: Systematic Review on the Effects of Translation Technologies on Health Literacy in Adults
• Sophie Campa: Increasing the Speech Intelligibility of Individuals with Down Syndrome in AI Voice Assistants
• Aubrey Cervantes: Mind Matters in Motion: Unraveling Affective Responses in High-Intensity Interval Training
• Angela Chahine: Climate Change and Chronic Conditions: Crafting New Exercise Paradigms
• Abrahám Chávez: Testing Speech Intelligibility Using Firefighter’s Two-Way Radios
• Natalya Cheema: The Influence of Dysphagia on Eating Behaviors in Individuals with Multiple Sclerosis: A Literary Review
• Elenna Claudio-Deutsch: Emotional Perceptions: Comparing and Contrasting Misophonia and Hyperacusis
• Maya Dye: Challenges and Solutions in Engaging in Entertainment Events for Late-Deafened Older Adults: An Archival Analysis
• Joel Emil: Transition of Student Service Members and Veterans to Higher Education: A Scoping Review
• Tess Giddens-White: Speech Intelligibility with Airpods Pro
• Shaun Gillespie: Testing Speech Intelligibility Using Firefighter’s Two-Way Radios
• Liz Gremer: Increasing the Speech Intelligibility of Individuals with Down Syndrome in AI Voice Assistants
• Kate Gronlund: Latina and Latino Experts’ Perceptions of Activity-Friendly Routes to Everyday Destinations
• Claire Grossen: Online Adult Entertainment Platforms: Understanding Motivations and Differences between the Users and Non-Users
• Samaria Harris: Rooted in Empowerment: A Qualitative Exploration of Implementing a Culturally-tailored Community Gardening Program for African American Women Using the Black History Knowledge Model
• Kate Harty: Vocal Effort in Dining Halls to Optimize Speech Intelligibility
• Katie Hopkins: A Report on Health Care Access for African American Chronic Kidney Disease Patients and How Community Health Workers Can Improve It
• Abigail Keasler: Increasing the Speech Intelligibility of Individuals with Down Syndrome in AI Voice Assistants
• Emily Kinel: Investigating Topic Maintenance and Organization to Advance Understanding of Kindergarten and First Grade Opinion Writing
• Isabella Lau: Developing a New Test to Investigate the Impact of Classroom Noise on Children’s Listening Comprehension
• Kendell MacDonald: Exploring the Influence of Socialization on the Social and Emotional Development of Preservice Physical Education Teachers
• Elizabeth Martinez: Mind Matters in Motion: Unraveling Affective Responses in High-Intensity Interval Training
• Emma Mueller: Increasing the Speech Intelligibility of Individuals with Down Syndrome in AI Voice Assistants
• Katie Naveja: The Influence of Sex on Periarticular Scapular Morphology
• Noah Olivero: Unified Measurement of Virtual Reality Immersion for Older Adults
• Brianna Osmon: Entrainment to Naturally and Rhythmically Spoken Speech: Effect of Age and Hearing Loss
• Holly Panfil: Cued Task Switching in Young Adults
• Anjali Patel: Developing Mindfulness-based Intervention Based on Experiences of Postpartum Depression and Pain
• Aditi Patel: What's Up Danger: Testing the Response of Birds to a Variety of Alarm Calls
• Corrie Penrod: Increasing the Speech Intelligibility of Individuals with Down Syndrome in AI Voice Assistants
• Lizbeth Ramos: Familial COVID-19 Stress and Infant Temperament Through the Lens of Socioeconomic Status
• Savanna Rudy: Examining Sex Differences in the Balance of Glenohumeral Musculature
• Maddie Russel: Developing a New Test to Investigate the Impact of Classroom Noise on Children’s Listening Comprehension
• Natalia Rzepa: Cued Task Switching in Young Adults
• Sabeen Sadruddin: Engaging Asian American Family Caregivers in Clinical Trials: Findings from a Nationwide Study
• Arya Shah: Analysis of Postural Control Dynamics Through Foot and Shoe Size Analysis
• Brianna Sirdich: Associations between Environmental Health Literacy and Indoor PM Exposures Among Families Living in Champaign-Urbana
• Lauren Stec: How Voice Quality, Cognition, and Background Noise Impact Children's Speech Understanding
• Megan Thing: Effects of Age, Hearing Loss, and Test Modality on Memory for Backward Digits
• Jae’da Thompson: The Impact of Structural Racism on Black Residents in Champaign County
• Asritha Tunuguntla: Comparing Singers’ Perceptions of Real and VR Performance Venues
• Anika Urbonas: Supporting Engagement and Activity Through Virtual Reality
• Valerie Weinshenker: Assessment Preferences and Accommodations: A Comparative Study in the Classroom
• Alexa Worthley: Usability Testing of a Digital Medication Self-Management Tool for Persons with Mild Cognitive Impairment
• Dorota Wulw: Investigating Topic Maintenance and Organization to Advance Understanding of Kindergarten and First Grade Opinion Writing
• Max Zagorski: Differences in the Multidimensional Sexual Self-Concept between Transgender and Cisgender Individuals