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20 Most Prestigious Honor Societies in America

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Updated: April 23, 2024 , Reading time: 12 minutes

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Data Points

• Roughly half a million * students become members of honor societies each year.
• Founded in 1925, the Association of College Honor Societies (ACHS)–the only certifying agency for college and university honor societies–currently includes more than 65 honor societies ** .

Many American higher learning institutions provide students with opportunities beyond the college campus or program coursework. Outstanding students often have the chance to join some of the most prestigious honor societies in the country. Honor societies are unique organizations that recognize academic excellence.

Students who demonstrate achievements in their academic disciplines and show impressive leadership and character are given the invitation to join an honor society. The largest honor society opens a door of opportunities for them, often going beyond their time at the university.

It means students who are part of college honor societies will not only enjoy the benefits for the moment but also gain from it in the future.

A philosophical or honorary society is an excellent way for them to connect with students who belong to the same area of study, as some of the best honor societies are designed for specific academic disciplines.

It is not surprising to find members of honor societies succeed later on in life, with some members even becoming supreme court justices , presidents, and honor laureates.

What Are Honor Societies?

Within the context of the US education system, specifically American higher learning institutions, honor societies are exclusive organizations whose members are selected and inducted primarily on the basis of excellent academic performance.

Even in the earliest collegiate fraternal societies, this standard can mean either belonging to the top percent of one’s class or being based on a grade point average. As an extra level of exclusivity, membership to these honor societies is typically on an invitation-only basis.

A student’s other qualities are also assessed, namely a good character, as well as strong leadership skills . Given their emphasis on these qualities, many notable members of honor societies have, over the years, gone on to make their marks in their various fields of discipline .

There are currently dozens of Honor Societies in the US, with some for the High School level. Still, by far, they are most commonly found in colleges and universities, recruiting members from both undergraduate and graduate levels.

While some honor societies pick members from all academic fields (including some of the oldest ones), many honor societies are centered on specific fields of discipline.

The first honor societies that became the pattern for others that followed were also founded in the country’s oldest colleges and universities, the first being Phi Beta Kappa at the College of William and Mary in 1776.

In its tradition of firsts, Phi Beta Kappa was also the first to adopt Greek in their name (which has become the standard for most honor societies), which departed from the standard Latin letter fraternity names at the time. The Greek Letter naming has also found its way into fraternities and sororities nationwide.

Benefits of Joining Prestigious Honor Societies

Being a part of an honor can usher in a wealth of benefits for students. However, it is essential to remember that not all students are eligible to join honor societies.

The invitation is only extended to students who meet an honor society’s academic standards. This means the advantages are exclusive to its members. Some of them include the following:

• An honor society membership can enhance one’s resume , which will impress future employers and open career doors for them when they decide to work for major corporations.
• Some of the best honor societies provide scholarships to students.
• Career networking opportunities are also common in many honor societies, allowing students to tap into the experiences of those who belong to the same academic disciplines.
• Students who wish to make meaningful contributions to the community can do so in many honor societies. A lot of these organizations champion at least one philanthropic cause.

Most Prestigious Honor Societies in America for College Students

Phi beta kappa.

The Phi Beta Kappa Society is known as the country’s oldest academic honor society. The organization is symbolized by a golden key engraved on the image of the Greek letters in its name, three stars, and a pointing finger.  Phi Beta Kappa aims to advocate for education in the liberal arts and sciences.

It is also part of their mission to champion freedom of thought and academic excellence. To join Phi Beta Kappa, one must have an invitation.

The founders of Phi Beta Kappa declared that this prestigious scholastic organization was molded by congeniality and the need to promote good fellowship, with friendship as its basis. Students who are invited to join will need to pay the Phi Beta Kappa initiation fee, but this can be covered by their university in some cases.

Phi Beta Kappa society boasts 17 US presidents and more than 150 Nobel laureates among its members. Other notable members include Jeff Bezos, the founder of Amazon, and civil rights leader W.E.B. Du Bois.

Phi Kappa Phi

A global network made up of the best and brightest from all academic disciplines, Phi Kappa Phi has initiated more than 1.5 million members since its founding. It has chapters on more than 325 campuses in the United States and the Philippines.

Admission to this collegiate honor society is on an invitation basis only. The organization reserves the right to recognize students for their accomplishments and character.

Phi Kappa Phi is known to be a very selective national society, offering the invitation to the top 7.5% of second-semester juniors and 10% of seniors and graduate students. This means members can enjoy a stamp of excellence by belonging to this selective multidisciplinary collegiate honor society.

Gamma Beta Phi Society

Considered a national honors and service society, Gamma Beta Phi Society makes it its mission to expand the academic and philanthropic experiences of its members so they can make a difference in the world. Students will need to receive an official invitation from a chapter at their university before they can join.

For those who do not have an established chapter at their institution but meet the academic standards set by the honor society, an opportunity to become a member-at-large is still possible.

Alpha Lambda Delta

Boasting over 95 years of guiding students to academic and career success, Alpha Lambda Delta offers plenty of benefits for its members. This includes financial assistance, discounts and perks, and a leadership certificate.

The members can also find volunteer opportunities that allow them to make a difference in the lives of others. The chapters of Alpha Lambda Delta give back to their communities through various service projects and volunteer activities.

Omicron Delta Kappa

The Omicron Delta Kappa honor society established its unique mission of recognizing and encouraging collaboration among collegiate leaders from various backgrounds and perspectives. As members, one will have a chance to sharpen their leadership skills through sharing their ideas and making a difference in their communities.

Members can enjoy plenty of benefits in this national honor society, including workshops, scholarships, career development, and lifelong connections to other members.

Sigma Phi Sigma

Having received its recognition in 1965, Sigma Phi Sigma holds the distinction of being a national funeral service fraternity. It aims to enhance the education of practitioners in the funeral service industry. To date, this honor society has 17 affiliated chapters.

Alpha Sigma Nu

Alpha Sigma Nu is known to recognize students who hold distinction in scholarship, loyalty, and service. It is the only honor society permitted to bear the name Jesuit.

Members of this honor society are encouraged to pursue intellectual development and make a difference in the world around them by serving others.

Mortar Board

Initially founded in 1918 as a women-only society but becoming co-ed in 1975, Mortar Board is an honor society that recognizes college seniors for leadership service and achievements in excellence.

In keeping with the spirit of their initial founding, Mortar Board also continues to promote the advancement of the status of women, as well as equal opportunities for all.

Sigma Xi traces its roots to Cornell University, where it was founded back in 1886 by a group of engineering students and a junior faculty member. Sigma Xi is centered on excellence in scientific research, and its roster of members is made up primarily of scientists and engineers.

Aside from its place as one of the oldest honor societies, Sigma Xi also stands out in terms of prestige. Hundreds of Nobel Laureates were also members of Sigma Xi, including notable and historically essential names such as Albert Einstein, Linus Pauling, Enrico Fermi, Barbara McClintock, James Watson & Francis Crick, Wolfgang Pauli, and more.

Tau Beta Pi

Tau Beta Pi is an honor society with members from all engineering disciplines. Founded in 1885 at Lehigh University, Tau Beta Pi is the oldest of the engineering honor societies and is also the second-oldest collegiate honor society in the United States after Phi Beta Kappa.

Among its notable members are Buzz Aldrin and Wernher Von Braun, as well as Lee Iacocca, Michael Bloomberg, and Jeff Bezos.     

Pi Kappa Lambda

Pi Kappa Lambda is an honor society dedicated to the furtherance of music and music education, particularly in higher learning institutions. Members are undergraduate and graduate students of music degrees, as well as music professors.

Founded at Northwestern University in 1918, there are currently over 200 chapters in colleges and universities across the country.

Beta Kappa Chi

Beta Kappa Chi is an honor society dedicated to the pure and applied sciences, particularly the natural sciences and mathematics. Beta Kappa Chi was founded 100 years ago, in 1923, at Lincoln University.

Its founding members were a biologist, a chemist, and a mathematician at the university, inspired by the initial idea of establishing a black student scientific fellowship association.  

Pi Sigma Alpha

Tracing its history to its founding at the University of Texas at Austin in 1920, Pi Sigma Alpha is the only honor society in the United States dedicated to the political sciences. It is aimed at recognizing and promoting high academic achievements in the field.

To this end, Pi Sigma Alpha awards several scholarships to its members for both undergraduate and graduate education, as well as various special awards. Pi Sigma Alpha currently has over 300,000 members from over 800 chapters across the country.

Tau Sigma Delta

Tau Sigma Delta, formally the Tau Sigma Delta Honor Society in Architecture and the Allied Arts, is an honor society dedicated to architecture and design disciplines. It recognizes members not only for their intellectual and academic achievement but also for their leadership, character, and initiative.

Tau Sigma Delta was founded in 1913, with the guidance of the faculty in Architecture and Landscape Design at the University of Michigan.

Kappa Delta Pi

The Kappa Delta Pi International Honor Society in Education is one of the first and oldest discipline-specific honor societies in the country, having been founded 111 years ago at the University of Illinois.

Kappa Delta Pi selects members from the top 20% of those entering the education field and is dedicated to promoting fellowship among teaching professionals.  

Lambda Alpha

Lambda Alpha is the honor society dedicated to Anthropology, founded in 1969 at Wichita State University, with the name being based on the initial letters of the Greek words logos Anthropos , i.e., the study of humankind.

In its mission to support excellence in the field, Lambda Alpha awards student scholarships, research grants, as well as student paper prizes.

Phi Sigma Tau

Phi Sigma Tau is a discipline-specific honor society dedicated to philosophy. It was founded in 1930 as Alpha Kappa Alpha at Muhlenberg College, gaining its current name upon its incorporation in 1955.

Phi Sigma Tau serves as a means of awarding student excellence in philosophy, promoting research and advanced studies in the field, and promoting ties among philosophy departments across accredited institutions.

Equally importantly, it aims to promote and popularize philosophy among the general collegiate public. 

Chi Alpha Sigma

Established to recognize the achievements of college student-athletes, Chi Alpha Sigma was founded by a former DePauw University head football coach in 1996.

Student-athletes will be considered for membership if they participate in a sport at the varsity intercollegiate level and achieve junior academic standing or higher. They must also earn a cumulative grade point average of 3.4.

Established in 1922, Alpha Chi is one of the nation’s top honor societies. Every year, this honor society initiates 10,000 new members. They recognize student scholars who are exceptional in their academic achievement.

Members of this national honor society may find a rich source of scholarships and financial rewards. They can receive grants, fellowships, awards, and travel stipends to support their undergraduate and graduate scholarships.

Phi Upsilon Omicron

Integrated into the field of family and consumer sciences, Phi Upsilon Omicron has empowered lifelong learning, leadership building, and scholastic excellence since its founding in 1909 at the University of Minnesota. Its expansive network of more than 100,000 members can enjoy the benefits of exclusive scholarships, awards, and fellowships.

 It is a certified member of the Association of College Honor Societies.

Key Takeaways

Honor Societies, specifically collegiate honorary societies, are exclusive and prestigious scholastic organizations that recognize students based on academic excellence, good character, or leadership qualities. Membership in these societies is invariably on an invitation-only basis.

Some of the oldest honor societies pick outstanding students from all academic fields for membership; however, there are also honor societies for each of the major academic fields.

They are exclusive and have high standards for entry, but gaining membership in college honor societies is effectively a badge of honor, opening doors to career opportunities and professional networks to graduates, plus benefits for student members such as scholarships , among other perks.

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Understanding Cum Laude Distinctions

• Deciding Which One to Award
• Criticisms of Cum Laude Awards

The Bottom Line

• Colleges & Universities

Magna Cum Laude vs. Summa Cum Laude: What's the Difference?

Erika Rasure is globally-recognized as a leading consumer economics subject matter expert, researcher, and educator. She is a financial therapist and transformational coach, with a special interest in helping women learn how to invest.

Magna Cum Laude vs. Summa Cum Laude: An Overview

Collectively known as Latin honors, summa cum laude, magna cum laude, or cum laude signify varying levels of high academic achievement. Summa cum laude is the prize granted to top performers, awarded to a small fraction of college graduates each year. Magna cum laude comes next in prestige, followed by cum laude .

Key Takeaways

• Magna cum laude and summa cum laude are distinctions awarded to high-achieving students at colleges.
• Magna cum laude is for students who have graduated "with great distinction."
• Summa cum laude is for students who have graduated "with the highest distinction."
• There is no universal standard about GPA or other metrics for granting the honors, rather, it is up to each individual school or university,
• In some cases, individual departments may determine what constitutes the award.

Magna Cum Laude

What is cum laude.

"Cum laude" is a Latin term that translates to "with praise" or "with honor" in English. In academic contexts, particularly in higher education, it is used to denote a level of academic achievement. Generally, it signifies that the student's academic performance ranks above average within their graduating class but may not necessarily be at the very top.

What Is Magna Cum Laude?

For college graduates who haven’t managed to squeeze in a Latin course or don’t have a Latin-English dictionary handy, magna cum laude is often loosely translated as "with great distinction." It stands above cum laude, which means "with distinction." It might be handed out to a student who has earned high grades or some other mark of academic achievement, but not the highest possible.

What Is Summa Cum Laude?

Like summiting a mountain, the student who has achieved summa cum laude has achieved "the highest distinction." This student has earned grades within the highest percentage of their school or department or has achieved some other metric that the school considers worthy of the highest recognition. The Latin word “laude” can also be translated as “honor” or “praise,” as in the English word “laudatory.”

How Do Colleges Decide Which Distinction to Award?

There is no national standard for what it takes to qualify for these honors. Colleges and universities are free to set their own criteria.

At the University of Pennsylvania, for example, students need a grade point average (GPA) of 3.8 or higher to graduate summa cum laude, 3.6 for magna cum laude, and 3.4 for cum laude. Ohio State University’s College of Arts and Sciences sets the bars at 3.9, 3.7, and 3.5, respectively.

Even the individual colleges or schools within a particular university sometimes have different requirements. For example, at the University of Michigan’s College of Engineering, graduates must have a GPA of at least 3.75 to qualify for summa cum laude, while Michigan’s Law School graduate needs a 4.0 to qualify for the same honor.  

Rather than using GPA, some colleges award Latin honors based on a student’s class rank. For example, New York University confers summa cum laude honors on the top 5% of its undergraduate class, magna cum laude on the next 10%, and cum laude on the next 15%, meaning that 30% of its graduates receive one of the three honors. At Northwestern University’s Weinberg College of Arts & Sciences, summa cum laude goes to graduates in the top 5%, magna cum laude to the next 8%, and cum laude to the next 12%, for a total of 25%.

In addition to the numerical requirements, some colleges have other criteria, such as faculty recommendations or a requirement that students complete a certain number of advanced courses and/or write an honors thesis.

At many schools, academic or disciplinary infractions will disqualify students from receiving Latin honors, no matter how good their grades are.

As a result of all of these factors, colleges and universities can vary widely in how many such honors they bestow on their graduates each year and how difficult or easy it is to obtain them. Some schools, such as Stanford University, don’t offer Latin honors at all. Most do, however, have an alternative system, so that stellar students don’t go unrecognized. Stanford, for example, awards a Bachelor’s Degree with Distinction to the top 15% of its graduating class based on their GPAs.

Most colleges that offer Latin (or other) honors post information about their criteria on their websites, frequently in a section devoted to graduation or commencement policies.

What Are the Criticisms of Cum Laude Awards?

While Latin honors can look good on a diploma, college transcript, or résumé, do they make any difference in real life? Two researchers at the University of Illinois at Chicago, Pauline Khoo and Ben Ost, attempted to answer that question in a 2018 paper titled “The Effects of Graduating With Honors on Earnings.”

“We find that obtaining honors provides an economic return in the labor market, but this benefit only persists for two years,” they wrote. “By the third year after college, we see no effect of having received honors on wages, suggesting that firms may use the signal for new graduates, but they do not rely on the signal for determining the pay of more experienced workers.” They also found that the economic benefit applied only to students who had graduated from selective schools.

Critics of Latin honors are less concerned with their potential post-graduation benefits than the unintended effect they may have on students while they’re still in school. A 2011 editorial in Harvard University’s student newspaper, the Crimson , called for their abolition at the school.

“By rewarding students who achieve a minimum GPA across classes, the Latin honors system does more to discourage academic achievement than to encourage it. It encourages students to view classes outside of their concentration as a means to an end, the end being the highest possible grade, rather than an opportunity for intellectual exploration.”

Harvard, however, appears to have been unmoved by that argument and continues to award Latin honors as of this writing.

What Is the Difference Between Magna Cum Laude and Summa Cum Laude?

Summa cum laude is the top Latin distinction awarded, while magna is the second highest distinction. Both awards rank higher than cum laude.

What Is the Highest Cum Laude?

The highest academic distinction is summa cum laude, followed by magna cum laude and cum laude. 

When Did Latin Honors Originate?

In the U.S. the Latin honors system can be traced back to 1869 at Harvard University. Only a few other countries, such as Indonesia, Israel, and Canada also use this academic award system. 

The U.K., on the other hand, uses a system in English instead, with just a handful of academic establishments using the Latin terminology. 

How Common Are Latin Honors?

In some colleges, almost half of students are awarded either summa cum laude, magna cum laude, or cum laude. In others, there are more students that are awarded latin honors than those who are not.

In fact, over the last two decades roughly 42%–48% of students at Princeton have been awarded one of these distinctions. At Harvard, they made the decision to cap these numbers after 91% of students graduated with honors in 2002.  

What GPA Do You Need for Magna cum Laude or Summa cum Laude?

The GPA standards will depend on the granting institution. Some use an absolute GPA threshold (for example above 3.5 or 3.7), while others take a segment of the best students (such as the top 5% of all students, ranked by GPA). Other criteria, in addition to raw GPA, may be considered as well.

For instance, to be awarded summa cum laude at the University of Pennsylvania, students must have a 3.8 GPA or higher. By contrast, Michigan’s Law School requires a GPA of 4.0. Harvard takes the top 4-5% of its student body as summa cum laude.

The main difference between magna cum laude and summa cum laude lies in the level of academic achievement they represent. Magna cum laude signifies high praise or honor, typically awarded to students with consistently outstanding academic performance, while summa cum laude denotes the highest praise or honor, reserved for students who have achieved the utmost excellence in their academic endeavors.

University of Pennsylvania. " Graduation (Latin) Honors ."

Ohio State University. " Graduation & Research Distinction ."

University of Michigan. " Academic Attire ."

University of Michigan. " Information About J.D. Degree With Honors at Michigan Law School ," Page 1.

New York University. " Graduation Honors ."

Northwestern. " College Honors ."

Stanford University. " Senior Capstones, Honors, and Synthesis Projects ."

Stanford University. " Undergraduate Honors ."

University Library UIC. " Three Essays on Higher Education ."

The Harvard Crimson. " Down With Latin Honors ."

Princeton Alumni Weekly. " Latin Honors: How Common? "

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What is an Honorary Doctorate or honorary PhD?

“The honorary doctorate or doctoral or PhD degree is given to someone for their outstanding achievement in their field.”

PhD is the utmost honor in the academic system, and obviously, hard to get. A student willing to go for PhD has to sacrifice a lot, he or she also has to overcome so many problems, hurdles and obstacles to get a PhD degree, moreover. Hence getting admission to a doctorate is a hard process but achieving a PhD honor is harder, indeed. 

So I can say those who are studious scholars can only dare to invest their 3 to 5 years for the prestigious label “Dr”. On the contrary, those who are impatient can go for jobs, because as aforementioned, getting a doctorate is a frustrating, lengthy and time-consuming process.  

The process itself takes around a year to ‘stamp’ the admission; students have to work for publication, lab work, reviews and thesis writing for the remaining tenure. And after all the hard work, if the external examiner suggests a re-review, one has to invest another year too.   

So it’s quite a frustrating process. But what if I tell you that universities can directly award someone a doctorate in no time and even without writing a thesis. Quite annoying, right! 

It’s true. 

There’s a special doctorate honor that can be given straight to the scholar without examination, synopsis, course work, article publication or thesis, it is known as an honorary PhD or honorary doctorate.     

Though the honorary PhD is given to reputed and well-known personalities for their outstanding achievements and contributions, what it is and how it is given, let’s find out. 

What is an honorary doctorate or PhD degree? 

When universities award someone a doctorate for their outstanding achievements, and groundbreaking contribution to a nation or world, such honor is referred to as an honorary PhD. 

Politicians, musicians, authors, philanthropists, actors, scientists, freedom fighters and other popular personals can be awarded by an honorary doctorate for their contribution to mankind.  

Technically, It is more of an award than a degree therefore abbreviated as “H.C”, not “Dr”. So Person with an honorary award can’t use “Dr” in their name. 

The abbreviation H.C means “ Honoris cause ” which literally means “ for the sake of the honor ” in the Latin language. 

In the usual process, universities conduct the honorary award session with the annual ceremony. So the honorary recipient will get the honor with other students. And give a small motivational speech to the students (this is the process actually).   

As universities honor PhD for achievements; usually it isn’t given to persons associated with the honorable university by any means. This means that universities can’t give honorary PhD to their own trustees or employees.  

The PhD or doctorate is not only an honorary degree, some universities also award honorary master’s degrees. Benjamin Franklin was honored with an honorary master’s degree by the college of Wiliam Mary in 1756. In 1759, the University of St. Andrews had given them honorary doctorates. 

The significant historical evidence of when it was started is less, but historical data manifest that the University of Oxford first awarded the honorary doctorate degree to Lionel Woodville in 1470. We can say Oxford university might have first initiated to reverence someone with an honorary award. 

The event of giving an honorary PhD became more popular during the 16 century; during that time, Oxford, Cambridge and other reputed universities across the world started awarding the honor. 

Common PhD criteria, as we stated above, like entrance exam, course work, research synopsis preparation, article publication, thesis writing and viva are not required here, and more to this, one should not need to pay fees and attend regular classes. 

The honorary degree as ‘more of an honor’ can’t be utilized for academic purposes and nurturing the research career. It is also important to know that only reputed and renowned universities can award the honorum . 

However, it is a kind of tradition in deemed and smaller universities nowadays to conduct an honorary doctorate ceremony as a marketing tool. Those are not considered valuable honors, indeed. Read further: A Complete Roadmap for Degree to PhD .

Criteria to award honorary doctorate: 

Universities don’t have specified criteria and requirements to honor a doctorate in this way, rather it is given by third-party nominations. Also, some universities accept applications for an honorary doctorate. 

However, a person who is selected for the present honor should be 

• Well known 
• National face
• A kind of celebrity 
• Should have outstanding contribution to their field or country 
• Achieved something extraordinary 
• Who is important for the nation or the world.

Moreover, the prominent criterion universities look for is that the nominee doesn’t have any criminal case or crime involvement. In those cases, universities have the right to revoke the award. Note that the recipient of the honor may get more than two or many honors but never from the same university. 

In addition, the present honor can’t be given to university employees, professors or blood relatives. The honor is given to a person, not to families, groups of people or organizations.

Do you know? 

Theodore Hesburgh has been awarded more than 150 honorary doctorates by various universities across the United States during his entire life. It was a world record itself. Moreover, universities honor a person only once.

These are some of the legal criteria or we can say a kind of requirement for an honorary doctorate degree for universities as well a person who is receiving it. 

Read more: How much does a PhD Degree Cost in the USA, UK and India?

Selection process: 

The selection process for the honor is not so complicated, unlike the PhD degree. I can say it is just a formality. The university honorary award committee reviewed the application of the third parties. 

The committee goes through their achievements and verifies all the documents (and nationality) and their criminal background. The selection procedure is based on the decision of the review committee.

Notably, the university has already decided for itself who will be awarded the honorary degree.

What are the differences? 

Now if you are a student of doctorate you may wonder how the two are different. 

Well, let me tell you that both honors is significantly different

With an academic PhD degree, you can apply for various positions and jobs, but the honorary one is an honor or just esteem and a kind of “thank you” for serving a nation, industry, culture or society. 

One with an honorary PhD or doctorate can’t use it as an educational qualification. Even to use “Dr” as a prefix is also not a good practice for an honorary PhD degree holder, in fact, it is not a degree! 

Dress wear during the annual occasion is also substantially different for both. The typical PhD or doctorate of philosophy degree holder wears a full gown with a hood. For an honorary PhD, a full dress without a hood is allotted by the University of Cambridge. 

The University of St Andrews allotted a black cassock for an honorary PhD holder instead of a normal PhD student gown. Nonetheless, there are no clear indications for using a dress, usually, an honorary PhD holder can wear a dress like a normal PhD holder. Read more: PhD in USA- Admission, Process, Universities, Salary and Jobs .

The misuse of honor: 

As we said, there are no strong rules or regulations to whom an honorary degree or honorary doctorate is to be given. It may vary from university to university. Originally, the concept was evolved to honor someone who is very special to the country or society. But unfortunately over a period of time, people started misusing it. 

Small and unrecognized universities started awarding the honorary PhD or doctorate on behalf of huge donations. 

Some even misuse the honor to take land for the university campus and other activities. This kind of misuse of the highest level of academic esteem is a shame for the honor and injustice for the normal PhD holder who has worked hard to take the privilege. 

Also, awarding such degrees to political figures raise questions about the stand of the university.  

Unfortunately, there are no specific authorities to monitor such types of activities. 

Some universities refuse to conduct such type of honorary degree activities to regulate their policies. Massachusetts Institute of Technology, Stanford University and Cornell University are some of them. 

Related article: What is a Professional Doctorate Degree? How is it different from PhD?

Top Peoples who had been awarded an honorary doctorate: 

Dalai Lama: 

14th Dalai Lama was conferred with the honoris causa (honorary PhD) doctor of literature by the private university of India for their outstanding contribution to world peace and humanity. 

Morgan Freeman: 

Morgan Freeman was awarded with a Doctor of Humane Letters as an honorary PhD by the University of Boston in 2013. He was also awarded by honorary doctorate second time by Howard University in 2015 for their outstanding achievements in films. 

Meryl Streep: 

Yet another Hollywood celebrity Meryl Streep received a prestigious honorary doctorate four times from Harvard University, Yale University, Princeton University and the Department of Fine Arts from Indiana University. 

Mahendra Singh Dhoni: 

Indian Cricketer M. S. Dhoni was awarded an honorary doctorate in exemplary leadership skills by De Montfort University, Leicester. 

Maya Angelou: 

Filmmaker, historian, poet, civil rights activist and producer Maya Angelous received more than 30 honorary doctorate awards. 

Billy Taylor: 

Jazz pianist was awarded more than 20 different honorary awards during his lifetime in music. 

Daisaku Ikeda: 

The Buddhist philosopher and writer Daisaku Ikeda received more than 300 honorary awards from various universities across the world. 

Other Hollywood celebrities who received an honorary doctorate

• Denzel Washington
• J.K. Rowlings 
• Ben Affleck
• Dolly Parton 
• Robert De Niro 
• Orland Bloom
• Muhammed Ali 

List of the Honorary doctorate subjects: 

• Honorary Doctor of Science- Hon. D. Sc 
• Honorary Doctor of Divinity- Hon. D. D
• Honorary Doctor of Letters- Hon. Litt.D
• Honorary Doctor of Liberal Arts- Hon. D. L. A
• Honorary Doctor of Arts- Hon. D. A
• Honorary Doctor of Mathematics- Hon. D. Math
• Honorary Doctor of Laws- Hon. LL. D
• Honorary Doctor of Arts and Human Letters- Hon. D. A. H 

Read more: What is PhD?- History, Definition, Origin, Requirement, Fees, Duration and Process .

Conclusion: 

Giving the honorary doctorate degree to a person who is a well-known face, is an honor and esteem for both the university as well as the person. However, as we said, people also misuse honor. To maintain the dignity of the utmost academic honor- the PhD, universities have to make rules and regulations to award the honorary PhD degree. 

Dr. Tushar Chauhan is a Scientist, Blogger and Scientific-writer. He has completed PhD in Genetics. Dr. Chauhan is a PhD coach and tutor.

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What Are The Best Honor Societies in the U.S.?

Updated: June 19, 2024

Published: January 7, 2020

Upon starting your college journey, you surely will hear all about honor societies. While all the names may sound seriously unfamiliar and foreign, these Greek names such as Sigma Xi and Tau Beta Pi are actually some of history’s oldest college honor societies. So what are the best honor societies, and what are they exactly?

An honor society is a rank organization in the United States that aims to recognize students who have excelled in a variety of circumstances and fields. Generally, honor societies invite students to join based on academic excellence, or to those who have shown impressive leadership, service, and overall character. These honor societies tend to be highly prestigious, and it can be beneficial for one’s future to take part.

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What are the best honor societies that you should join, 1. phi beta kappa.

Founded in 1776, Phi Beta Kappa is America’s oldest academic honor society, as well as one of the most prestigious honor societies . An impressive 17 U.S. presidents, 38 U.S. Supreme Court Justices, and more than 130 Nobel Laureates were part of this society. Joining Phi Beta Kappa is a great way to meet other members and engage with top scholars at a variety of lectures and exhibits. Between 30 to 70 distinguished members are chosen annually.

Honorsociety.org, one of the top honor societies, is all about the internet and the future. Upon logging into their portal, members are given useful resources, including test preparation tools, scholarship opportunities and career guides. Members can get their name out there by making blog posts on the site, and are given the chance to constantly be connected through the Honorsociety.org social media pages. For those that don’t already have such a large web presence, they can help you build your own profile to help prepare you for the work-force after college.

3. Golden Key

Founded in 1977 at Georgia State University, The Golden Key International Honor Society is the largest honor society in the world, with an impressive two million members. It is also the only one to be based on a foundation of Academics, Leadership, and Service. Many scholars, leaders, and world travellers are part of this honor society, which helps members achieve their ambitious goals through a variety of awards and scholarships. Honorary members include Bill Clinton, Ellie Wiesel, and Desmond Tutu, making it one of the most prestigious honor societies.

4. Phi Kappa Phi

Founded in 1897 at the University of Maine, Phi Kappa Phi is one of the best honor societies, and is also the most selective honor society for all academic disciplines, accepting only members in the top 7.5% of their second semester. For graduate students, they accept only the top 10 percent of students. Membership in Phi Kappa Phi not only offers priceless skills and opportunities, but money too, with a variety of grants and awards in honor of the love of learning, artistry, and literacy.

5. Gamma Beta Phi Society

Gamma Beta Phi is a non-profit and non-secret organization that is centered around education, friendship, and life. The honor society has 40,000 active members who were accepted not only based on their brainpower, but also on their motivation, good intentions, and knowledge of the Christain faith. Members are encouraged to take part in service projects and take on leadership roles, making it one of the top honor societies.

6. Alpha Lambda Delta

Founded in 1924 at the University of Illinois, Alpha Lambda Delta is a national honor society that recognizes academic excellence in the first year of college. They have more than 270 chapters across the United States, and have more than 900,000 student members.

7. Omicron Delta Kappa

Omicron Delta Kappa is the first college honor society to give recognition for leadership on a national level. More than 300,000 students from over 300 different universities and colleges across the United States have been recognized through Omicron Delta Kappa for their incredible service and leadership.

8. National Society of Collegiate Scholars

The National Society of Collegiate Scholars is an honors society for first- and second-year students that have proven themselves to be high-achieving. They provide their student members with unique opportunities for scholarships, careers , services, and leadership opportunities as well as connections for grad school, making it one of the best honor societies to join.

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How to tell if an honor society is legitimate.

Unfortunately, some honor societies are scams, even if it appears to be the best honor society. It’s important to check the website of the ACHS to see if they are legitimate. Ensure that they have a presence on your college campus. Try visiting their office or phoning up the head office to make sure they are legitimate.

Are Honor Societies Really Worth It?

Honor societies were founded by small groups of students and faculty to recognize academic achievement. Despite the Greek letters, honor societies are different from sororities and fraternities. Many presidents have been members, and an honor society is a celebration of academic achievement. Not only does it look great on a resume for future employers, but many also offer a variety of grants and fellowships to their deserving members.

While it can take a lot of hard work to be invited, other students are faced with the decision of whether or not to join, especially since many people are unaware of what these societies really do. Honor societies aim to bring together like-minded students who have impressive skills, and being a part is often associated with prestige. Honor societies often include many social events for networking, which can be beneficial for the future.

Honor societies of course come with no guarantees, and unfortunately are sometimes a scam. Those that join these societies can get as much as they put into it. It’s also important to note that traditional campus life also offers a wide variety of social events open to all students.

How To Choose Which Honor Society

Some students are fortunate enough to be invited to more than one honor society, and in fact, they are not limited to joining just one. Costs, however, can add up, and many of them have obligations that are quite time consuming. Make sure to do your research about an honor society prior to joining, and make sure that it matches up with your specific goals.

What Are The Costs Of Joining?

Every honor society comes with a specific fee, with the most prestigious honor societies often costing slightly more.

These fees tend to vary, but they generally range anywhere between $20-125. At honorsociety.org, for example, the cost of joining is $60 per six months . It’s crucial that you do your homework before joining so that you are aware of all of the costs that may come about, including the fact that many of these fees are not a one-time shot.

While the sum may not seem like too much, being part of two or three surely adds up, especially when on a student budget. Some honor societies also charge chapter or national fees which could add up, which is also important to be checked prior to joining.

Weigh out the benefits and decide for yourself if joining an honor society is a worthwhile investment for you.

Academic Honor Society’s Top Chapters

University can be a life-changing experience. If you truly want to have the most enriching university experience and open as many doors as possible for yourself, then joining an honor society has your name written all over it.

Some of the top performing honor society chapters include University of Houston, Pennsylvania State University, University of Texas at San Antonio, University of Texas at El Paso, Fort Valley State University, DeVry University at North Brunswick, and Capital University.

Don’t be shy to reach out to a chapter on your campus if you are interested in joining one of the best honor societies. Good luck!

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Latin Honors: Comparing the Various College-Level Academic Distinctions

As you’re going through college, you’ll probably hear people talk about “cum laude,” “magna cum laude,” and “summa cum laude.” You may wonder what these odd words mean. Are they a club you join or an honor society you somehow missed out on?

These Latin honors indicate that someone earned a certain grade point average during their time in college. Read on to learn more about what each of these means and why we use them in academia.

Why Do We Use Latin Honors?

Before we dive into the differences among the various Latin honors, let’s talk some about why we use them. Latin honors are meant to recognize students who have performed well in their classes throughout college. The different Latin designations are based around your cumulative GPA during your college career.

Latin has been considered a  formal language  in our society since the origins of Western culture. We see school mottos, religious phrases, and even philosophical ideals expressed in Latin. So when we’re looking for a way to honor someone for high academic distinctions, it makes sense that we’d choose the language of culture and scholarship to do so.

Cum laude is the lowest of the Latin graduation honors, but it’s still nothing to sneeze at. “Cum laude” is Latin for “with honor,” and you’ll see this phrase appear in the other two designations. Both of these are variations signifying the level of honor you’re graduating with, and cum laude signifies that you’re graduating with basic honor.

In order to graduate cum laude, you must have a cumulative GPA of at least 3.500. This means that you must get at least half A’s and half B’s during your coursework. If you earn any C’s, you must have more A grades to make up for that in your cumulative GPA.

Magna Cum Laude 

Magna cum laude is the next level of the Latin honors system. The phrase means “with great honor,” and you must have a higher GPA to graduate magna cum laude than to graduate cum laude. However, its requirements are not as strict as those needed to graduate summa cum laude.

If you want to graduate magna cum laude, you must maintain a GPA of at least 3.700. You’ll need to get A’s in at least three quarters of your classes if you hope to earn this designation. The other quarter of your grades may be B’s, but any C’s will make it very hard to earn this designation.

Summa Cum Laude

Summa cum laude is the highest level of Latin honors you can earn. The Latin translates to “with highest honor,” and it is a tremendously high honor to graduate summa cum laude. The phrase signals to everyone who hears it that you have  worked incredibly hard  during your college years and have reached the highest levels of academic achievement.

In order to graduate summa cum laude, you must have a 3.9 GPA. This means that you must make fewer than twelve hours’ worth of B’s during an entire 120-hour college degree program. You can make C’s in two classes, but only if all the rest of your grades are A’s.

How GPA Is Calculated

If you think you may have a chance of graduating with Latin honors, you may be wondering how you  calculate your GPA . A GPA is simply the average of all your grades put together.

To begin, you must translate your grades into the point scale. On this scale, A’s are worth four points, B’s are worth three, C’s are worth two, and D’s are worth one. If your school uses the plus/minus system, this may get a little more complex.

Multiply the number of points you earned in a class by the number of hours the class counted as. So if you had an A in one three-hour class, you’ll get a total of twelve points. Do this for each of your classes and then add the total together.

Divide your total grade points by the total number of credits you have to get your GPA. So let’s say one semester, you take four classes worth three hours each and you earn two A’s, one B, and one C. You’ll wind up with thirty-nine total grade points and a semester GPA of 3.25. 

How to Use These Designations

You’ve worked hard in college, you’ve earned plenty of A’s, and now you’re graduating with those sought-after Latin designations. Now what difference do they make in the real world? The truth of the matter is that after your first three years out of college, they may not make much difference in your career, but the hard work you did to earn them will serve you well your whole life long.

It’s a good idea to include your Latin designation on your resume with your college degree. For instance, you can say, “Bachelor’s degree in English 2016, University of Elsewhere, magna cum laude.” This will let employers know that you’re a hard worker who knows how to succeed and they may be more likely to grant you an interview.

Make the Most of Your Latin Honors 

Latin honors are a signal to everyone who learns about them that you are someone who knows how to work hard and succeed at what you’re doing. If you want to graduate with any of these honors, you’ll need to be dedicated to your schoolwork. And once you earn them, be sure to include them on your resume so employers are aware of your achievement. 

If you’d like to find the most success in your academic career, check out the rest of our site at The Honor Society. We have information about scholarships you can apply for, as well as a career center to get you started with the best job for you.  Join today  and start on the path to your best life.

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As you’re going through college, you’ll probably hear people talk about “cum laude,” “magna cum laude,” and “summa cum laude.” You may wonder what these odd words mean. Are they a club you join or an honor society you somehow missed out on?

Latin has been considered a  formal language  in our society since the origins of Western culture. We see school mottos, religious phrases, and even philosophical ideals expressed in Latin. So when we’re looking for a way to honor someone for high academic distinctions, it makes sense that we’d choose the language of culture and scholarship to do so.

Magna Cum Laude 

Summa cum laude is the highest level of Latin honors you can earn. The Latin translates to “with highest honor,” and it is a tremendously high honor to graduate summa cum laude. The phrase signals to everyone who hears it that you have  worked incredibly hard  during your college years and have reached the highest levels of academic achievement.

If you think you may have a chance of graduating with Latin honors, you may be wondering how you  calculate your GPA . A GPA is simply the average of all your grades put together.

Divide your total grade points by the total number of credits you have to get your GPA. So let’s say one semester, you take four classes worth three hours each and you earn two A’s, one B, and one C. You’ll wind up with thirty-nine total grade points and a semester GPA of 3.25. 

Make the Most of Your Latin Honors 

Latin honors are a signal to everyone who learns about them that you are someone who knows how to work hard and succeed at what you’re doing. If you want to graduate with any of these honors, you’ll need to be dedicated to your schoolwork. And once you earn them, be sure to include them on your resume so employers are aware of your achievement. 

If you’d like to find the most success in your academic career, check out the rest of our site at The Honor Society. We have information about scholarships you can apply for, as well as a career center to get you started with the best job for you.  Join today  and start on the path to your best life.

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Graduation Honors and What They Mean

Graduation honors serve as an extra badge of distinction when you receive your diploma. Depending on your academic focus, you may receive a Latin honor that appends your degree, or an honor cord that you can attach to your mortarboard. Below, we’ve shared some of the most universal graduation honors, and what they signify in academic terms.

How Do You Graduate With Honors?

The Three Latin Honors

• Cum Laude: From Latin, this translates to “With Praise”. Some colleges will say a student “graduated with honors” instead of Cum Laude. Typically, the graduate must have a 3.5 GPA to earn this honor.
• Magna Cum Laude: This translates to “With Great Honor”. Most colleges will require the graduate to have a 3.75 GPA to earn this distinction.
• Summa Cum Laude: Finally, this translates to “With Highest Honor”. It is the most prestigious academic award, and you must earn a 3.9 GPA or better to receive it.

What Do Graduation Honor Cords Mean?

What are some typical honor cord colors.

• Gold: This is the most popular cord color on graduation day. It can signify Latin honors for a high GPA, National Honor Society membership, and other academic honors.
• Silver: These cords are typically awarded to graduates in medical science, as well as physics and agriculture.
• Black: These understated honor cords represent the business world, including accounting, business administration, and economics.

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Graduate Honor System

The Graduate Honor Code establishes a standard of academic integrity and  demands a firm adherence to a set of values with respect to the intellectual efforts of oneself and others.

Compliance with the Graduate Honor Code requires that all graduate students exercise honesty and ethical behavior in all their academic pursuits at the university. 

Learn more about the Graduate Honor System and the Honor Code:

• Introduction to the GHS
• Become a panelist by participating in a 1-hr training session
• The Graduate Honor System Constitution - effective Spring 2021
• Report a potential violation you have observed
• Understand the review process

Rose McGroarty (2022-23, 2023-24), [email protected] Rose is a doctoral student in geosciences. As Chair of the GHS, she ensures that justice, fairness, and due process are exercised in all operations of the Graduate Honor System. With the help of the GHS advisor, Rose recruits and trains graduate student and faculty panelists and associate chairs, and orients graduate students to the values and obligations described in the Honor Code. Rose presides at all Review Panel hearings and coordinates the activities of the Graduate Honor System. She also represents the Graduate Honor System at Commission on Graduate and Professional Studies and Policies (CGPSP) meetings.

Associate Chairs:

Associate chairs gather evidence and conduct interviews with the referrer and the referred student(s). They prepare a brief report summarizing the interviews and evidence, and present the case to a Preliminary Review Panel. Associate chairs may also attend and present the evidence to Review Panels and support the outreach  and training activities of the chair.

• Ashit Harode  (2021-22, 2022-23, 2023-24), doctoral student in Environmental Design and Planning 
• Dhruv Apte (2023-24), doctoral student in Aerospace Engineering 

Monika Gibson As advisor, Monika provides confidential and neutral counsel to faculty and students regarding cases and GHS procedures. She attends all preliminary review and review panel meetings in a non-voting capacity to ensure that all GHS procedures are properly followed. The advisor assists with the training of the Chair, Associate Chair(s), Facilitators, and new panel members. She advises the Chair and Associate Chair(s) in the preparation of cases and provides staff for the administration of the Graduate Honor System.

Graduate Life Center at Donaldson Brown Graduate School (0325)  231-9564

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Join Pi Lambda Theta and become a member of one of the nation's most prestigious honor societies.

Become a member of pi lambda theta.

Pi Lambda Theta, a division of PDK International, is one of the nation’s most prestigious education honor societies. Established in 1910, Pi Lambda Theta serves to recognize outstanding students who intend to pursue careers in education. With more than 185,000 individuals who have been inducted across the nation, membership signifies a commitment to academic excellence and the teaching profession.

Eligibility Pi Lambda Theta has some of the most stringent GPA requirements of any education honors society. Members are able to join as undergraduate/graduate students or as professionals.

UNDERGRADUATE MEMBERSHIP Open to undergraduate students who:

• Intend to pursue a career in education.
• Have a cumulative GPA of at least 3.5 on a 4.0 scale. (Contact us if your school doesn’t use a 4.0 scale.)
• Have at least a sophomore standing.

Sophomores Undergraduate sophomores who join Pi Lambda Theta will receive an initiation pin and one year of membership for the low price of $54.

Juniors Undergraduate juniors will receive a special Pi Lambda Theta “Educator” pin and one-year membership for only $64.

Seniors Undergraduate seniors will receive graduation cords to show their accomplishments at graduation for a one-time fee of $74.

All undergraduate levels will receive a personalized downloadable certificate.

To continue receiving Pi Lambda Theta honor and recognition, sophomores and juniors will need to rejoin each year through their senior year.

GRADUATE MEMBERSHIP Must have completed at least two courses in a graduate program. (If not, please use the undergraduate GPA.)

PROFESSIONAL MEMBERSHIP Any professional who is an educator or has contributed to the field of education and has:

• Completed a minimum of a bachelor’s degree.
• A cumulative GPA of at least 3.5 on a 4.0 scale for the most advanced degree or credential.

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Six U.S. Space Force Guardians and 12 U.S. Air Force Airmen stand in a single file during a graduation ceremony at the U.S. Air Force Honor Guard, Joint Base Anacostia-Bolling, Washington, D.C., Aug. 16, 2024. The graduating class, Class 24D, is the first-ever combined U.S. Air Force Honor Guard technical training class to include students from two military branches. (U.S. Air Force by Robert W. Mitchell)

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A collection of the coveted coins with the United States Air Force Honor Guard seal sits atop a display table at an Honor Guard technical training school graduation ceremony on Joint Base Anacostia-Bolling, Washington, D.C., Aug. 16, 2024. Eighteen newly minted ceremonial guardsmen from both the U.S. Air Force and U.S. Space Force received a coin during the momentous ceremony marking the first-ever combined U.S. Air Force Honor Guard technical training class to include students from both the Air Force and Space Force. (U.S. Air Force photo by Robert W. Mitchell)

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U.S. Air Force Airmen and U.S. Space Force Guardians march in the squadron area of the United States Air Force Honor Guard headquarters on Joint Base Anacostia-Bolling, Washington, D.C., July 22, 2024. The trainees of Class 24D completed technical training on Aug. 16, 2024, and made history as the first joint service class to graduate U.S. Air Force Honor Guard technical training. (U.S. Air Force photo by Robert W. Mitchell)

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U. S. Space Force Spc. 3 Cian De Leon gets a congratulatory “high-five” from U.S. Air Force Chief Master Sgt. Clifford L. Lawton, the senior enlisted leader at Joint Base Anacostia-Bolling and command chief of the 11th Wing, at a U.S. Air Force Honor Guard technical training graduation ceremony on JBAB, Washington, D.C., Aug. 16, 2024. The graduating class, Class 24D, is the first-ever combined U.S. Air Force Honor Guard technical training class to include students from both the Air Force and Space. (U.S. Air Force photo by Robert W. Mitchell)

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U.S. Air Force Lt. Col. Peter E. Mask, commander of the U.S. Air Force Honor Guard, delivers remarks during a momentous U.S. Air Force Honor Guard graduation ceremony on Joint Base Anacostia-Bolling, Washington, D.C., Aug. 16, 2024. The graduating class, Class 24D, is the first-ever combined U.S. Air Force Honor Guard technical training class to include students from both the Air Force and Space Force. (U.S. Air Force photo by Robert W. Mitchell)

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U.S. Space Force Chief Master Sgt. Abifarin Scott, enlisted force development chief for the Space Force, addresses a group of new U.S. Air Force and U.S. Space Force ceremonial guardsmen during a U.S. Air Force Honor Guard graduation ceremony, Aug. 16, 2024. The graduating class, Class 24D, is the first-ever combined U.S. Air Force Honor Guard technical training class to include students from two military branches. (U.S. Air Force photo by Robert W. Mitchell)

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Eighteen new ceremonial guardsmen, 12 U.S. Air Force Airmen and six U.S. Space Force Guardians, stand before an enthusiastic crowd during a momentous U.S. Air Force Honor Guard graduation ceremony on Joint Base Anacostia-Bolling, Washington, D.C., Aug. 16, 2024. The graduating class, Class 24D, is the first-ever combined U.S. Air Force Honor Guard technical training class to include students from two military branches. (U.S. Air Force photo by Robert W. Mitchell)

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U.S. Air Force Airmen and U.S. Space Force Guardians perform physical training with rifles while attending tech school at the U.S. Air Force Honor Guard on Joint Base Anacostia-Bolling, Washington, D.C., July 22, 2024. The class (Class 24D) made history as the first combined group of Air Force and Space Force trainees to graduate U.S. Air Force Honor Guard technical training on Aug. 16, 2024. (U.S. Air Force photo by Robert W. Mitchell)

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Military trainees from the U.S. Air Force and U.S. Space Force come to a halt after marching around the campus while attending technical training at the United States Air Force Honor Guard on Joint Base Anacostia-Bolling, Washington, D.C., July 22, 2024. Class 24D is the first combined class of Space and Air Force trainees at the technical training school. The trainees earned the title “Ceremonial Guardsmen” on Aug. 16, 2024. (U.S. Air Force photo by Robert W. Mitchell)

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U.S. Space Force Sgt. Sergkei Triantafyllidis, a technical training instructor with the United States Air Force Honor Guard, looks on as Honor Guard trainees of Class 24D work on their drill movements on Joint Base Anacostia-Bolling, Washington, D.C., July 22, 2024. The class made history on Aug. 16, 2024, as the first joint class of trainees from two military branches to graduate U.S. Air Honor Guard technical training. (U.S. Air Force photo by Robert W. Mitchell)

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U.S. Space Force Senior Master Sgt. Matthew P. Massoth, senior enlisted leader of the U.S. Space Force Honor Guard, poses for a photo in the squadron area of the U.S. Air Force Honor Guard on Joint Base Anacostia-Bolling, Washington, D.C., July 18, 2024. Massoth and his team recruited the first six U.S. Space Force Guardians to graduate U.S. Air Force Honor Guard technical training. The six Guardians and 12 Airmen of Class 24D graduated in a ceremony held on Aug. 16, 2024. (U.S. Air Force photo by Robert W. Mitchell)

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U.S. Air Force Col. Ryan A.F. Crowley, commander of Joint Base Anacostia-Bolling and the 11th Wing, congratulates U.S. Space Force Spc. 3 Daisylou Terrones following a historic U.S. Air Force Honor Guard graduation ceremony on JBAB, Washington, D.C., Aug. 16, 2024. The graduating class, Class 24D, is the first-ever combined U.S. Air Force Honor Guard technical training class to include students from both the Air Force and Space Force. (U.S. Air Force photo by Robert W. Mitchell)

First Space Force Guardians graduate United States Air Force Honor Guard technical training

• Published Aug. 22, 2024
• By Robert W. Mitchell
• Joint Base Anacostia-Bolling Public Affairs

History was made on Aug. 16, 2024, as six U.S. Space Force students out of basic military training became the first Guardians to graduate technical training at the U.S. Air Force Honor Guard on Joint Base Anacostia-Bolling, Washington, D.C. The graduates, five men and one woman, completed the nine-week training with 12 of their fellow Airmen. “This is a special day for the Air Force and Space Force. These ceremonial guardsmen represent what all our Airmen and Guardians are doing all around the world, past, present and future,” said U.S. Air Force Col. Ryan A.F. Crowley, commander of JBAB and the 11th Wing. “We look forward to seeing them thrive in our Air Force and Space Force, we’re proud of them.” U.S. Air Force Lt. Col. Peter E. Mask, commander for the U.S. Air Force Honor Guard, applauded his new ceremonial guardsmen for the extraordinary achievement. “Today is historic. It’s the first ever combined Air Force and Space Force graduation, and we are extremely proud of the graduates who worked very hard,” said Mask. “It’s been an inspiration to watch them from outside the window on the campus, you can feel the energy there, and you can even feel the energy here at the graduation– it’s electric.” The graduating class, Class 24 Delta, is a first on two fronts. It is the first group of Space Force Guardians to complete the nine-week course that ran from June 17 to Aug. 16, and the first U.S. Air Force Honor Guard technical training class to combine two military branches. Mask pointed to a few nuances that played into the historic nature of the graduation ceremony. “It’s interesting that this ceremony corresponds to being just two weeks shy of the one-year anniversary of us actually crossing the first 16 Air Force [Airmen] over to become Space Force Guardians,” Mask said. “That, along with this class being Class 24 Delta, with delta being a Space Force term, shows the different Space Force touchpoints tied to this class. “We are happy that they graduated, and we look forward to them serving as we prepare for the inauguration. We are excited to see them represent their service in the days ahead,” Mask said. Featured speaker at the graduation, U.S. Space Force Chief Master Sgt. Abifarin Scott, chief of enlisted development for the Space Force, expressed his appreciation for the learning, training and discipline the trainees go through to earn the title Ceremonial Guardsman. “They represent the best of all of us,” Scott said. “We all go from civilian to service member and every branch has its own basic training or boot camp where you start to learn what it means to be a Soldier, Sailor, Airmen, Marine or Guardian. But, once you leave the training environment, that training starts to slip, but not here. In fact, here, they tighten it up so much, that only a few can do this.”   Blending two branches While both the Space and Air Force honor guards share the same mission, bringing over another military branch requires some level of adjustment in how the technical training is delivered, according to U.S. Space Force Sgt. Sergkei Triantafyllidis, a technical instructor with the U.S. Air Force Honor Guard. “Our primary mission is the same, and that is to perform funerals at Arlington National Cemetery, so is this regard the course is exactly the same,” said Triantafyllidis.“There are minor differences [between the branches], for example, on the Operational Camouflage Pattern uniform, [the Space Force] has the national flag with the union in the left top corner, and because the union needs to be to the front, they wear it on a different shoulder. The Space Force wears theirs on the left shoulder and the Air Force wears theirs on the right shoulder.” In addition to that, Triantafyllidis pointed out that the Space Force ceremonial guardsmen wear a Delta symbol on their ceremonial dress uniforms whereas the Air Force ceremonial guardsman’s uniform displays a Hap Arnold device. Triantafyllidis regularly briefs his Air Force instructor counterparts on the Space Force core values to ensure the newly enlisted Guardians are grounded in their branch’s culture. The U.S. Air Force Honor Guard technical training course emphasizes military core values and culture, and it multiplies what students already learn in basic military training. It involves learning a series of drills, has a greater focus on attention to detail, includes drilling with the M14 and M1 rifles and provides trainees with specific guidance when operating in joint service formations. The course covers the history of the unit, the 11th Wing, ANC, specialized military protocol for funerals, arrivals of foreign dignitaries, U.S. presidents and preparation for state funerals and inaugurations.   Finding Excellence Prior to the start of the course, U.S. Space Force Honor Guard leadership combed through 143 basic training recruits before it identified 38 who were eligible to apply to the newly formed ceremonial flight, explained U.S. Space Force Senior Master Sgt. Matthew P. Massoth, the senior enlisted leader of the Space Force Honor Guard. “We went down and recruited them from basic military training, and they volunteered to come here,” Massoth said. “They were planning to become a cyber guardian, a space or intel specialist guardian. Six of them volunteered to put a pause on that and come out to the Honor Guard for two years.” Several basic training Guardians in basic military training expressed interest in not only becoming a ceremonial guardsman with the Space Force Honor Guard, but also in being a part of history as one of the first Space Force members to graduate the Honor Guard technical training school at JBAB. “There was a lot of interest, but some of them were dead set on doing the job they signed up for,” Massoth said. “But for the remainder that were still interested in volunteering, they really connected with the mission and why the Honor Guard exists. They also wanted to be in that first group on the ground floor in making a new unit. That was something that a lot of the young Guardians connected with.” For new Space Force Guardians somewhat familiar with military life and culture, joining the Honor Guard offers an opportunity to acquire valuable soft skills and some hard-to-learn skills like attention-to-detail, time management, being hyper-focused on the little details that will serve them well as they advance in their military career, Massoth said. “They will take all of those skills along with their maturity acquired over their two years in the military and, we predict, that they when they get to their tech schools it will be much easier because they have already adapted to the military way of life,” Massoth said. The Space Force places a high emphasis on technical skills and abilities and many Guardians may not be afforded several opportunities to lead. However, spending a few years with the honor guard provides that opportunity. “A lot of our Guardians across the Space Force are technical experts, they are very good at what they do,” Massoth said. “But they don’t really have the opportunity to lead, to be up front and interact with senior leaders. Here, from day one, our Guardians are expected to lead, they are expected to interface with a four-star general, to be able to talk to the Chief Master Sergeant of the Space Force, to be able to provide a briefing, to know how to operate at those levels, so when they show up at their bases, they will already be quite advanced on that side of things.” The Space Force has been working to establish its heritage and history since it began in December 2019. The graduation of Class 24 Delta has increased its total honor guard members from 15 to 33 as of August 2024. Going forward, technical training classes at the U.S. Air Force Honor Guard on JBAB will continue to include trainees from both the Air Force and Space Force. After graduation, the Guardians will be assigned to the U.S. Space Force Honor Guard, a separate flight within the U.S. Air Force Honor Guard command. Ten Guardians have already been recruited from basic military training and they are expected to start their technical training in August 2024, Massoth said.  

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Edward A. Bouchet Graduate Honor Society

Johns hopkins university chapter.

Johns Hopkins University was inducted as an institutional member of the Edward Alexander Bouchet Graduate Honor Society in April 2018. Named for the first African American in the United States to receive a PhD, the Edward A. Bouchet Graduate Honor Society seeks to develop a network of pre-eminent scholars who exemplify academic and personal excellence, foster environments of support, and serve as examples of scholarship, leadership, character, service, and advocacy for students and trainees who traditionally have been underrepresented in higher education. It was co-founded in 2005 by Yale University—where Bouchet, a physicist and educator, earned his doctorate in 1876—and Howard University to recognize and continue Bouchet’s pioneering contributions to doctoral education.

The 2024 Nominating Process is now CLOSED.

PhD Students: All PhD students who will advance to Candidacy, or are All But Dissertation (ABD) by January 1, 2024 are eligible to nominate themselves for consideration as inductees. Candidacy, or All But Dissertation, means that the student has finished all required coursework and passed all required qualifying and preliminary exams, and is working on the dissertation research itself.

Postdoctoral Fellows: Postdoctoral research fellows who have a PhD degree and who are JHU postdocs or whose JHU postdoctoral appointment will start no later than January 1, 2024 are eligible to apply.  Residents and subspecialty clinical fellows in Accreditation Council for Graduate Medical Education (“ACGME”)-accredited or ACGME-equivalent programs are not eligible.

These self-nominations included the following:

• Short Statements (5, limit of 150 words each)—Describe how you embody each of the five Bouchet qualities of scholarship, leadership, character, service, and advocacy for students or trainees who have traditionally been underrepresented in higher education.
• A short abstract of your PhD dissertation research or postdoctoral research (300-500 words) including purpose, background, methods, results (or preliminary results), and conclusions (or preliminary conclusions).
• Current Resume/CV.
•    A faculty mentor/advisor at JHU.
•    Another person with knowledge of your leadership, character, service, or advocacy qualities.

2024 Timeline

• NOW: Self-nomination application posted online
• January 16, 2024: Deadline to submit nomination materials (11:59 pm, EST)
• February 15, 2024: Announcement of JHU new members
• April 4-5, 2024: Bouchet National Induction Ceremony and Annual Conference at Yale University
• May 2024: JHU Induction Ceremony

Inductees are expected to attend the JHU Induction Ceremony (Baltimore) and the Annual Bouchet Conference (New Haven).

If you have questions, please contact: [email protected] .

Edward A. Bouchet Honor Society Membership Benefits

• Access to the annual conference and fall forum
• Academic and career development assistance from fellow members
• Joining a network of preeminent scholars
• Participating in JHU diversity and inclusion initiatives

2023 Inductees

Franklin J. Avilés-Vázquez

Franklin J. Avilés-Vázquez is a graduate student pursuing his Ph.D. in Biophysics at Johns Hopkins University. He holds a bachelor’s degree in Chemistry from the University of Puerto Rico, Rio Piedras campus. Franklin’s research focuses on understanding the molecular mechanisms of cohesin and DNA repair proteins after DNA damage. During the pandemic, knowing about the significant gaps in education and the difficulties arising in his hometown in Puerto Rico, he cofounded, along with Dr. Claudio, the COVID-19 Coalition of Wisdom of Puerto Rico (COSACO). In a matter of weeks, COSACO became a leading educational resource for the scientific and non-scientific community, where Franklin, as an executive director, organized more than fifteen scientific seminars on COVID-19 and over 200 5-minute informative capsules through local TV channels, reaching over 300,000 Puerto Ricans.

Throughout his academic journey, Franklin has received several awards and scholarships for his academic achievements, including the Francis D. “Spike” Carlson fellowship and an Honorable Mention in the 2021 National Science Foundation (NSF) Graduate Research Fellowship Program (GRFP). He has mentored undergraduate and graduate students through programs at Hopkins and led and organized events that advocate for diversity and inclusion in the scientific community. As a Ph.D. candidate, Franklin will continue his scientific pursuits, make significant contributions to DEI, and be committed to serving society through science. He is confident that his passion for science, dedication, and hard work will help him achieve his long-term career goals and positively impact the scientific community.

Briana S. Bostic

Briana S. Bostic is a candidate for the Ph.D. in education at The Johns Hopkins University. Her research at the School of Education and within the Well-being for Early Learning Lab focuses on teacher well-being, the availability of early care educators’ resources across geographic contexts, and children’s development (social, emotional, behavioral). Briana has been recognized as a Children’s Equity Project Start with Equity Fellow. As part of this fellowship, she was a policy intern at the Administration for Children and Families’ Office of Early Childhood Development. Briana has also received the Jeffrey A. Grigg Award for excellence in research in Baltimore, supported by her involvement in the Baltimore Early Childhood Advocacy Council. Also, she earned a Bachelor of Arts in economics and anthropology from Washington University in St. Louis, where she received the Excellence in Anthropology Research Award from the Department of Anthropology. Briana taught preschoolers in Chicago, where she earned a Master of Science in Education from Dominican University, specializing in early childhood education. Briana is a writer. She loves community organizing and has volunteered with neighbors in St. Louis, Chicago, Baltimore, and Prince George’s County (MD) to advocate for better social infrastructure and preservation of community. Fundamentally, Briana seeks to grow in her scholarship and has been inspired by her relationships to understand how dynamic communities can be nourishing and sustainable.   

Lois Dankwa

Health Policy and Management

Lois Dankwa is a Ph.D. candidate in Health Policy and Management at the Johns Hopkins Bloomberg School of Public Health (BSPH). Her research interests include cross-sector collaboration and care management in underserved communities for individuals experiencing chronic illness and complex social challenges. Her work explores teamwork and collaborative decision-making related to health behavior, organizational structure and development, and strategic management. Prior to Hopkins, Lois developed and ran public opinion research to identify people’s needs and experiences within the health care system to inform people-centered policy design; she also conducted clinical research to examine biological factors on patients’ health outcomes. Lois received her M.S. in Health and the Public Interest from Georgetown University and B.A. in Psychology from the University of Pennsylvania.

As a current C. Sylvia and Eddie C. Brown Community Health Scholar, Lois is committed to serving as a connector of people, information, and resources, and hopes that her research will amplify meaningful solutions to gaps in health services. In 2022, she was one of two inaugural awardees for the Institute for Health and Social Policy BSPH Student and Trainee Policy Impact Award. Additionally, from 2020 to 2022, Lois served as the BSPH AcademyHealth Chapter President, and currently serves on the Academy of Management’s Student Engagement Committee and the Diversity, Equity, and Inclusion Taskforce in the Health Care Management Division. Through her career, Lois hopes to contribute to care management transformation that will ultimately reduce health disparities and improve overall population health.

Franklyn D. Hall III

Biomedical Engineering

Franklyn D. Hall III is a candidate for a Ph.D. in Biomedical Engineering at the Johns Hopkins School of Medicine. Franklyn received his Bachelor of Science in chemical engineering with a biomolecular concentration from Mississippi State University. His dissertation research is focused on using vascular cells derived from stem cells obtained from patients with Marfan Syndrome (MFS) to understand new mechanisms of disease progression. In pursuit of his research goals, Franklyn received the Howard Hughes Medical Institute Gilliams Fellowship and National Institutes of Health Ruth L. Kirschstein Predoctoral Award (F31) to support his work. Outside of research Franklyn enjoys engaging with undergraduate students through teaching and mentorship. He recently co-wrote a course entitled “Food of the Future” which explores how microbiology, genetic and stem cell engineering are fueling emerging solutions to the global climate, animal welfare, and food scarcity challenges of today. Franklyn believes service to his fellow graduate students has been the source of some of the most rewarding and enjoyable experiences in his graduate school journey. He was particularly excited about three initiatives he designed including programming for assisting minority graduate students in learning self-promotion techniques through identifier and social media platforms, a roundtable/networking event between Black faculty and students to discuss race-based challenges in academia, and the first black graduate student retreat aimed at creating a space for community-building and recovery from pandemic-induced stressors. In the future, Franklyn will continue studying how physiologically relevant 3D cellular models can be used to study disease and identify potential therapeutics.

Michael Hopkins

Biochemistry Cellular Molecular Biology

Michael is a 5th year Ph.D. candidate in the department of biological chemistry at the Johns Hopkins School of Medicine. His research focuses on elucidating the molecular mechanisms underlying stress granule condensate formation during proteasome-mediated stress responses using biochemistry and microscopy techniques. Proteasome-mediated degradation is impaired during neurodegenerative disease pathophysiology and stress granules are the molecular precursor for protein aggregates, therefore this work could have important implications for neurodegenerative disease etiology. Michael’s thesis work is supported by the National Science Foundation Graduate Research Fellowship, the Howard Hughes Medical Institute Gilliam Fellowship, and the Society for Neuroscience Neuroscience Scholars Program. At Johns Hopkins, Michael has been involved in on campus diversity, equity, and inclusion efforts through the Biomedical Scholars Association, including serving as the director of social engagement for the past 2 years where his job is to support the recruitment and retention of minority students through innovative social programming. Prior to his matriculation to graduate school, Michael graduated Summa Cum Laude from North Carolina Central University with a degree in pharmaceutical science where he was actively involved in student leadership positions including serving as Student Government Association President and as a member of the university Board of Trustees. After graduation Michael plans to pursue a career at the intersection of science, business, and policy, leveraging the power of biomedical research to improve his community.

Deja Knight

Social and Behavioral Interventions

Deja received her MPH from Harvard T.H. Chan School of Public Health, where she served as an Equity, Diversity, and Inclusion Fellow in the Office of Diversity and Inclusion. She received her MA from the University of Iowa in the Psychological and Brain Sciences Department, with a concentration in Behavioral and Cognitive Neurosciences, where she co-found and co-direct Our Collective Brains (OCB), an organization that aimed to help first-generation and minority students excel academically. Deja received her BA from Wesleyan University, where she was a Ronald E. McNair Post-Baccalaureate Achievement Program Fellow and a QuestBridge Scholar. Deja is a Section Counselor in the Community Health Planning and Policy Development Section of the American Public Health Association. Ultimately, Deja is passionate about addressing health disparities through research and advocacy.

Alexis N. Peña

Alexis N. Peña is a Ph.D. Candidate in Biomedical Engineering at the Johns Hopkins University with a focus on Translational Cell & Tissue Engineering. She is in Dr. Jennifer Elisseeff’s lab where they target the immune system to make healthy tissues. Alexis researches human cell/tissue products for musculoskeletal injuries and disease. Tissue- and blood-based biomaterials are a class of regenerative medicine technologies that have shown great clinical promise in promoting tissue regeneration through mechanisms of immune modulation. She is a member of the Alpha Eta Mu Beta Biomedical Engineering Honor Society and a GEM Associate Fellow. She was awarded the National Science Foundation Graduate Research Fellowship (NSF-GRFP). Her north star is to improve health outcomes and improve quality of life. She recognizes that there must be a holistic approach to healthcare that involve innovations for acute care and for lifestyle and behavioral interventions to manage and mitigate chronic diseases. To establish deeper competency in food and nutrition, she completed a graduate certificate from Johns Hopkins School of Public Health in food systems. She received a Bachelor of Science in Bioengineering at Syracuse University, where she was a Ronald E. McNair and LSAMP scholar. During her undergraduate and graduate training Alexis has been committed to being of service by volunteering, mentoring, serving on committees and panels, and supporting local businesses. To date, she has co-authored 9 publications spanning regenerative medicine strategies and in vitro cell platforms to ultimately provide tissue engineering and regenerative medicine solutions.

Oscar E. Reyes Gaido

Cellular & Molecular Medicine

Oscar E. Reyes Gaido is an MD-PhD candidate within the Cellular & Molecular Medicine and Medical Scientist Training Programs at the Johns Hopkins University School of Medicine. His research focuses on leveraging kinase biosensors for the development of cardiovascular therapies. For this work, Oscar has been recognized with a predoctoral fellowship from the American Heart Association, the JHU Graduate Student Association Scientific Presentation Award, and was named a finalist of the JHU 3-Minute Thesis competition. He received his Bachelor of Science degree from Johns Hopkins University, where he was the sole recipient of the Lee Award for Outstanding Undergraduate Research for his work on dietary cholesterol metabolism. Oscar has served his Baltimore community under many roles including as a medical interpreter, sex-ed teacher, family planning counselor, and as liaison between the Latino community and local government. He is a founder of Latino Leaders in Training, a mentoring organization which pairs underrepresented Baltimore students with medical students and has successfully guided dozens of trainees into STEM careers. Oscar has served a national advocacy role through his position as regional community service chair for the American Medical Association, where he has lobbied for increases to mental health and financial support to marginalized trainees. For these efforts, he was awarded the Paul S. Lietman Johns Hopkins International Scholarship and the JHU Diversity Leadership Award. Oscar is eager to continue his career at the crossroads of science and medicine—aiming to develop therapeutics for the conditions that disproportionally afflict underserved communities.

Jonathan J. Suen

Jonathan J. Suen is a PhD candidate at the Johns Hopkins University’s School of Nursing. He also trains at the Johns Hopkins Cochlear Center for Hearing and Public Health within the Bloomberg School of Public Health. Suen received a Ruth L. Kirschstein National Research Service Award (F31) from the National Institute on Aging (NIA/NIH) to study the roles of hearing health and social connections for supporting healthy aging in older adults. He orients his scholarship for identifying opportunities to promote health equityamong aging populations through transdisciplinary collaborations, including with older community members from Baltimore who confront social and structural barriers in accessing care. Recognized among the leading advocates for improving the accessibility of hearing care by older adults, Suen has presented across disciplines at conferences nationally and internationally. The first-ever World Report on Hearing from the World Health Organization (2021) also cited three of his publications. Suen has served on several advisory boards by invitation from leaders like the Editor-in-Chief of the American Journal of Public Health . He received annual honors twice from the Johns Hopkins Diversity Leadership Council for his roles in organizing key equity and inclusion initiatives at the university. He earned his Bachelor of Science from Boston University, where he received the Community Service Award at commencement, before completing his Peace Corps service in Kenya teaching at schools for deaf students in Kenyan Sign Language. Suen also earned his Doctorate in Audiology from Gallaudet University in Washington, DC where he was a three-time President’s Scholar.

Marah Wahbeh

Human Genetics and Genomics

Marah Wahbeh earned her Ph.D. in Human Genetics and Genomics at Johns Hopkins University School of Medicine. Her thesis work was focused on elucidating the functional impact of some of the recently discovered genetic schizophrenia associated variants (both common and rare) by using a combination of CRISPR/Cas9 genome editing, transcriptomics, and induced pluripotent stem cells. Marah got her Bachelor of Science in Biology from Wayne State University where she graduated Magna cum laude and was inducted into Phi Beta Kappa. During her time at Hopkins, Marah was involved in student government, DEI and advocacy efforts, and science communication efforts engaging the Arabic speaking science community. This includes serving as VP of Diversity and Inclusion with the Graduate Students Association, chairing The Peer Collective committee, and serving on the Genetics Society of America’s Early Career Leadership Program’s Policy and Advocacy subcommittee where she co-organized the inaugural Multilingual Seminar Series in Arabic. Marah is pursuing a career in science policy where her goal is to engage in work that can foster her interest and expertise in science and honor her desire for a team-based work environment where she can work on projects that are fast-paced and have a direct impact on people.

2022 Inductees

Thomas Burnett

Neuroscience

Thomas Burnett is a Ph.D. Candidate in Neuroscience at Johns Hopkins University. His research aims to establish a novel model for how objects are represented in the brain through touch. Prior to graduate school, he graduated summa cum laude from the University of Maryland, Baltimore County with his B.S. in Biology. Alongside his research, his pedagogical training with the Center for the Integration of Research, Teaching, and Learning’s Teaching Academy allows him to employ equitable and culturally responsive teaching practices. Beyond the classroom, he volunteers and advocates for greater access to science education. His volunteer efforts have been recognized with the Martin Luther King Jr. Award for Community Service. Ultimately, Thomas aspires to be a leader in education and research to make science and education a more equitable endeavor.

Brent Ifemembi

Chemical and Biomolecular Engineering

Brent Ifemembi is a Ph.D. candidate in Chemical and Biomolecular Engineering at Johns Hopkins University. His research focuses on utilizing novel microfluidics for cancer diagnosis and prognosis along with isolating highly aggressive cancer cells to predict novel therapies through single-cell RNA sequencing for breast and glioblastoma patients. Brent is a Gates Millennium Scholar who received his B.S. in Chemical Engineering and Biomedical Engineering (additional major) along with a M.S in Biomedical Engineering from Carnegie Mellon University. While at Johns Hopkins University, Brent has served as the Co-Chair of the Black Graduate Student Association, organized community outreach fundraisers as the Treasurer of the Chemical and Biomolecular Engineering Graduate Student Liaison Committee, and was a member of the Planning Committee for Horizons by Hopkins, a university-wide doctoral conference for professional development. Outside of his research, Brent is passionate about entrepreneurship and has participated in the Passport to Future Technology Leadership program to gain exposure to high-level opportunities in the biotechnology industry. Ultimately, Brent aspires to lead his own company and utilize his training and education to make a tangible impact on human health.

Natalie Joe

Cellular and Molecular Medicine

Natalie Joe is a Ph.D. candidate in the Cellular and Molecular Medicine program at Johns Hopkins School of Medicine. She is Diné (Navajo) and grew up on the Navajo Nation. Natalie is proud to be a first-generation college and graduate student. She graduated from Fort Lewis College with a B.S. degree in Cellular & Molecular Biology and Biochemistry. She conducted inorganic chemistry research for three years as a NIH-MARC Research Grant Scholarship awardee in Dr. Aimee Morris’ laboratory which has resulted in two co-authorships on anti-cancer prodrug syntheses. Her thesis work focuses on advancing therapeutics in triple-negative breast cancer by repurposing an antiparasitic drug. She is co-mentored by Dr. Daniele Gilkes and Dr. Gregory Riggins. Natalie has a co-authorship publication in Endocrine Related Cancer and a first-author review on breast cancer brain metastases. She received a Pre-Doctoral Ford Foundation Fellowship and will continue her work in cancer research as a 2022 NCI Cancer Prevention Fellow for her post-doctoral training. During her first year, she will attend Johns Hopkins Bloomberg School of Public Health to earn her Master’s in Public Health degree. Natalie is dedicated to developing her mentorship and teaching skillsets. In undergrad, she was a tutor for all four years in the Native American Center, Writing Center, and Chemistry Department. During her Ph.D., she completed the Teaching Academy Certification and volunteered to co-teach science sessions to elementary students. Natalie aims to eventually direct a program to empower the next generation of Indigenous scientists.

Lea A. Marineau

Lea A. Marineau is a candidate for the Ph.D. in Nursing at the Johns Hopkins University School of Nursing (JHSON). She has worked as a nurse practitioner in various settings caring for people from underserved communities. Since 2014, she has worked as a nurse practitioner on the orthopaedic trauma service at the University of Maryland R Adams Cowley Shock Trauma Center. Motivated by the unmet needs of violence-impacted populations, she decided to pursue a research career. The purpose of her dissertation study is to further understand multi-level factors associated with recurrent assault-related injury among adults in Baltimore. Lea is a recipient of the Ruth L. Kirschstein National Research Service Award (F31) awarded by the National Institute on Drug Abuse. Lea has also received a Fulbright Award (2021-2022) to describe the relationship between violent injury and substance use among adults in Cape Town, South Africa. In addition to her research, Lea is dedicated to becoming an academic nurse educator. She has completed the Nurse Faculty for the Future Fellowship and became a Certified Nurse Educator. She has also worked with faculty and students at JHSON to establish best practices in teaching about race and racial health disparities and has co-authored a book chapter on antiracist pedagogy. Lea is committed to increasing enrollment and support of underrepresented students in graduate programs. She has volunteered as a tutor with Prison to Professionals (P2P) and is currently volunteering as a mentor with the Diversity Postdoctoral Alliance Committee HBCU Mentoring Program.

Gian Carlo Molina-Castro

Gian Carlo Molina-Castro is a 4th year neuroscience Ph.D. candidate at Johns Hopkins University (JHU), School of Medicine. An NSF GRFP Fellow, Gian’s research focuses on defining the dynamics and functional significance of remyelination in the cerebral cortex of two animal models of multiple sclerosis. As Senior Fellow at PHutures, he designs and executes the programming and strategy of this university-wide doctoral career hub, including digital content, curriculums, microcredentials, data-driven hiring events and internationally attended virtual conferences. Gian is also Co-President of Project Bridge, the largest university-wide organization focused on science communication and outreach, leading an executive board of 16 to plan and execute 11 recurrent initiatives in the Baltimore community. During 2021-2022, he is a member of the Doctor of Philosophy Board which advise the Provost about university-wide doctoral education and institutional policies and conduct Ph.D. program reviews. In addition, Gian is a strong DEI advocate and proponent and is currently leading the execution and implementation of a 2-year career exploration, professional development, and mentoring cohort-based program, and a networking panel series for underrepresented doctoral students at JHU. He was recently recognized with the inaugural 2021 JHU Career Impact Award and the 2021 JHU Diversity Recognition Award. An aspiring strategy consultant, he has also worked with local minority-owned small businesses through the Johns Hopkins Graduate Consulting Club. Gian obtained a bachelor’s degree in Cellular/Molecular Biology from the University of Puerto Rico (UPR), Rio Piedras in 2018 and a Professional Certificate in Non-Profit Management from the UPR, Mayaguez in 2015.

2021 Inductees

Gina Greenidge

Materials Science and Engineering

Gina Greenidge earned her Ph.D. in Materials Science and Engineering at Johns Hopkins University where her research focused on the development of novel metallurgical techniques to synthesize nanostructured carbon materials. She was born in Trinidad and Tobago and migrated to the United States to attend Howard University, where she was a Capstone scholar. She graduated Magna cum Laude with Bachelor of Science degrees in Biology and Chemistry. She also received a Master of Science degree in Chemistry from her alma mater. While at Johns Hopkins University, she has been a student member of the Doctor of Philosophy Board and served on the Diversity Leadership Council where she was a strong advocate of promoting measures to increase diversity in the graduate student body. She is also passionate about mentoring and sharing science with students underrepresented in STEM and was a Materials Research Society mentor and volunteer for activities such as Family Engineering Day. Gina hopes to pursue a career in industry while continuing to advocate for diversity in STEM. 

Bianca Hand

Ancient Mesopotamian Art

Bianca Hand is a Ph.D. Candidate in the History of Art Department focusing on Ancient Mesopotamian Art at Johns Hopkins University. Her research focuses on investigating questions of alterity, materiality, style, and interaction at the royal palace at Khorsabad during the reign of the Neo-Assyrian king Sargon II (721-705 BCE). She received her B.A. in Archaeology with minors in Art History and French from the College of Wooster. There, she received a National Science Foundation Research Experience for Undergraduates Award to excavate and conduct research for her senior capstone thesis. Her field work has also led her to Turkey, where she worked with the Tayinat Archaeological Project and the Hatay Archaeological Museum on the Basalt Reconstruction Project to reconstruct a monumental statue of an unidentified queen.

Bianca was shaped by her appreciation of museums in her home city of Baltimore, MD, and hopes to relate her passion for Ancient Mesopotamian Art and Archaeology to students from her community by pursuing a career in museum curation. 

Dorian Jackson

Molecular Microbiology and Immunology

Dorian Jackson is a candidate for the Ph.D. in Molecular Microbiology and Immunology at the Johns Hopkins School of Public Health when he was inducted into BGHS. His research focuses on mosquito olfaction and specifically understanding the role of olfactory sensory neurons in the molecular mode of action for a chemical compound that is currently being utilized in vector control programs as an insect repellent. Before coming to Johns Hopkins, he received a B.S. in Biological Sciences with a minor in entomology from Virginia Tech and an MPH with a concentration in infectious diseases and vaccinology from UC Berkeley. During his undergraduate training, Dorian developed a strong passion for service and vector-borne disease research which ultimately drove him to pursue a career in public health. He spent the early years of his career honing his skills as a budding public health professional through various work experiences including entomology research at the CDC in Atlanta as well as international disease surveillance work in Liberia with their Ministry of Health’s division for neglected tropical diseases. Beyond his work in public health, Dorian cares deeply about increasing diversity in STEM fields. Throughout his career, he has participated in various programs and initiatives that provide support for under-represented minorities through mentorship and professional development training. Moving forward, Dorian hopes to continue in research specifically focusing on vector-borne neglected tropical diseases in order to merge his passions for basic science and public health service.

Emerald Jenkins

PhD-DNP in Nursing

Emerald Jenkins is a candidate for the inaugural class of the dual PhD-DNP in Nursing at Johns Hopkins University. As a caregiver, Emerald’s research focuses on meeting the needs of marginalized older adults with co-occurring dementias and physical disabilities, and their caregivers (CAPABLE-Family). Emerald is the first student from the School of Nursing to take a Computational Medicine course in the Biomedical Engineering program. She received a Bachelor of Science in Biology with a Minor in Genetics from North Carolina State University, Masters in Medical Science from Hampton University, and a Masters in Nursing from Johns Hopkins University. She hopes to utilize her education to transition her clinical practice from Psychiatric Nurse to an Adult/Geriatric Primary Care Nurse Practitioner while building a long-term research/teaching trajectory. As President of the Black Student Nurses Association, Emerald created a Medical Terminology course for the Baltimore Mayor’s Office of Employment. Emerald had a productive student record: obtaining two predoctoral fellowships through the NIH, participating in a Diversity and Justice Working Group through the Gerontological Society of America, and serving as Limited Faculty. Emerald’s long-term goals are to: cultivate cultural humility and challenge power imbalances in healthcare education/research, improve pain recognition for persons with dementia, incorporate psychiatry in primary care, and build innovative human-centered care communities for elders. As former Nursing Advocacy Leader for Maryland, Emerald believes that increasing accessibility for students from all backgrounds in higher education, and increasing diversity in the nursing workforce will improve health trajectories for aging populations, globally.

Anna J. Moyer

Human Genetics

Anna J. Moyer earned her Ph.D. in human genetics at the Johns Hopkins University School of Medicine. Her research focused on understanding how chromosome 21 genes contribute to abnormal brain development in Down syndrome. Before enrolling at Johns Hopkins, Anna earned B.S. and M.S. degrees in biology at the University of Alabama. Anna is committed to supporting individuals with disabilities through basic bench research and through disability advocacy. Anna co-founded the Equal Access in Science and Medicine committee to highlight the perspectives of scientists and clinicians with disabilities, chronic illnesses, and mental health conditions. She also helped to organize book clubs and film screenings celebrating the 30th anniversary of the Americans with Disabilities Act. In recognition of her research and advocacy efforts, Anna received a Ruth L. Kirschstein National Research Service Award (F31) from the National Institute of Child Health and Human Development, the Maria Del Carmen Vitery Graduate Student Award, the National Disability Employment Awareness Month Achievers Award, and the Johns Hopkins Diversity Leadership Award. In her spare time, Anna also manages a website of visual recipes and other resources to teach basic cooking skills to people with intellectual disabilities. Anna feels that her own experiences having a chronic illness and having a sibling with Down syndrome make her a better scientist and disability advocate.

2020 Inductees

Phillip James Dorsey, PhD

Chemical & Biomolecular Engineering

Dr. Phillip James Dorsey completed his doctoral studies in Chemical and Biomolecular Engineering at Johns Hopkins University and is advised by Professor Rebecca Schulman. His research focuses on the development of stimuli-responsive DNA-programmable biomaterials for applications including molecular diagnostics, biodefense, and drug delivery. Phillip has been recognized as a GEM (Graduate Education for Minorities) Fellow and a Whiting School of Engineering Diversity Fellow. Phil is passionate about mentoring young scientists and encouraging students from underrepresented minority backgrounds to pursue careers in STEM research. During his graduate studies, he has mentored and trained students who have gone on to pursue doctoral degrees and served as a campus tour guide and panelist for prospective graduate students groups. Phillip received a B.S.E. in Chemical & Biological Engineering from Princeton University in 2014.

Bria L. Macklin

Bria L. Macklin earned her Ph.D. in Chemical and Biomolecular Engineering at Johns Hopkins University. Bria received her Bachelor of Science from North Carolina A&T State University in bioengineering. Her research focused on using stem cells to understand vascular regeneration. Towards this effort, Bria received the National Institutes of Health Ruth L. Kirschstein Predoctoral Award (F31). Bria is passionate about outreach and service and held many positions during her time at Johns Hopkins. Bria was a member of the JHU Graduate Representative Organization, The Homewood Graduate Board, and The Vice Provost for Graduate Education Student Advisory Committee. Bria was also involved in many efforts to increase diversity amongst graduate students and JHU and the academy overall, including serving as co-chair of the Black Graduate Student Association, serving on the Diversity Leadership Council, the Homewood Council for Inclusive Excellence, and a Graduate Diversity Fellow. Bria hopes to continue her career in research and make meaningful contributions to science.

Kelley N. Robinson

Kelley N. Robinson is a candidate for the Ph.D. in Nursing at the Johns Hopkins School of Nursing (JHSON). Her dissertation is focused on examining the associations between housing instability experienced by women during pregnancy and maternal morbidities. She received her Master of Science in Nursing from Yale School of Nursing and a B.A. in Science from Hampton University. She was inducted into Sigma Theta Tau International Honor Society at Yale School of Nursing and is currently a fellow in the Nurse Faculty for the Future program at JHSON. Her midwifery practice over the last 15 years has included full-scope ob-gyn care in a variety of settings, from private practices to birth centers, and she has extensive experience in maternal/newborn care under both normal and higher risk conditions. Prior to her career as nurse-midwife, Kelley was a clinical faculty at JHSON using her extensive expertise in teaching public health and childbearing family nursing courses. She has a strong passion for improving health outcomes for women in global settings and has traveled to Haiti to participate in short mission trips in her earlier years of practice. Kelley continues to work for improvements in women’s health through her dissertation research and is committed to promoting equal access to quality women’s healthcare from birth to senescence. She currently practices at Baltimore Medical Systems caring for underserved women and voluntarily provides gynecological services on the Baltimore City Department’s Reproductive Health Mobile Van in downtown Baltimore in the nighttime entertainment district.

Ashley N. Stewart

Cellular and Molecular Physiology

Ashley N. Stewart earned her Ph.D. in Cellular and Molecular Physiology with a concentration in metabolism and biochemistry at Johns Hopkins School of Medicine. Her research focused on understanding how post-translational modifications regulate the structure and function of secreted proteins known as CTRPs, which regulate systemic lipid and glucose homeostasis. Beyond her research, she applied her scientific training through a Business Development Fellowship at Johns Hopkins Technology Ventures. There, she helped establish partnerships between pharmaceutical industry partners and Johns Hopkins faculty by proposing research projects based on mutual interests. Through linking industry partners to academic researchers, Ashley helped turn basic and translational science into real-world applications. During her tenure as president of the Biomedical Scholars Association, Ashley worked to create a more inclusive environment at her institution through a collaborative effort to enhance recruitment of underrepresented minority students across the Johns Hopkins School of Medicine, School of Public Health, and School of Nursing. Within the Baltimore community, she volunteered on the executive board of Shine Foundation, a nonprofit organization that helps survivors of domestic abuse develop financial independence. There, in her role as Partnership Director, she collaborated with local shelters to organize workshops for their clients. Ashley aims to use her skills in partnerships, business development, and biomedical research to solve complex, interdisciplinary problems in the biotechnology industry.

Elmer A. Zapata-Mercado

Elmer earned his Ph.D. in the Program in Molecular Biophysics (PMB) at Johns Hopkins University. His research focused on studying the thermodynamics of lateral interactions of receptor proteins in the plasma membrane of the cell, by employing fluorescence-based techniques. Elmer was the recipient of the Francis D. “Spike” Carlson fellowship, given to outstanding students in PMB. Elmer also completed the requirements to receive the certificate from the Teaching Academy for Preparing Future Faculty. He graduated with honors in Chemical Engineering, and Chemistry, from the University of Puerto Rico – Mayagüez Campus. Elmer has always been interested in obtaining a faculty position, where he could incentivize other minority students to pursue graduate degrees. He also aspires to help bridge the gap between the scientific community and the government through science policy work.

2019 Inaugural Inductees

Jawara Allen, PhD

Biochemistry, Cellular and Molecular Biology

Dr. Jawara Allen earned the combined MD and Ph.D. in biochemistry, cellular and molecular biology at the Johns Hopkins School of Medicine. His research focused on elucidating how Bacteroides fragilis, a gut microbe found in up to 60% of healthy individuals, contributes to the development of colorectal cancer. Jawara received a bachelor of science in biology from Duke University with a focus on genome sciences and policy. As a Reginaldo Howard Memorial Scholar, he organized lectures and events centered around issues of racial disparities and inequality. Afterward, he worked at the National Institutes of Health as an NIAD INRO fellow and learned more about health disparities as a part of the NIH academy. Jawara was recognized as an HHMI EXROP scholar and an HHMI Gilliam Fellow. Throughout his time at Johns Hopkins School of Medicine, Jawara worked with various organizations to mentor and advocate for individuals underrepresented in science and medicine including MERIT, Thread, the Gertrude Stein Society, the Student National Medical Association, and the Post-baccalaureate Research Education Program. Jawara plans to pursue a career as a physician scientist, working on issues related to infectious diseases in both the clinic and the laboratory.

Blaine M. Connor

Cell, Molecular, Developmental Biology, and Biophysics

At the time of induction, Blaine M. Connor was a Ph.D. candidate in biology with a focus on neurobiology of the sympathetic nervous system. His research addressed fundamental questions of how essential signaling proteins are transported to their sites of action in polarized sympathetic neurons during nervous system development. Blaine is a recipient of the Nathan Boggs Memorial Fellowship for underrepresented graduate students with academic merit, as well as the Victor Corces Teaching Award for outstanding teaching as a teaching assistant at Johns Hopkins University. Blaine received a Bachelor of Science in biochemistry from Kutztown University of Pennsylvania, where he graduated Magna cum Laude. Blaine has an insatiable curiosity for science and is humble about learning. He served as a committed mentor who genuinely enjoyed applying his time and effort toward teaching junior students; he is specifically committed to advocating for diversity in STEM fields and identifying avenues to increase opportunities for young, underrepresented students in these disciplines. Blaine volunteered his time toward student recruitment at undergraduate-focused conferences such as the Annual Biomedical Research Conference for Minority Students, and professional development conferences at local universities in Baltimore. Ultimately, Blaine aspires to run his own research group one day, working to better understand how neuro-metabolism influences animal physiology.

Sabianca Delva

Sabianca Delva earned her Ph.D. at the Johns Hopkins University School of Nursing. She is also a recipient of the Ruth Kirschtein F31 fellowship grant from the National Institutes of Health to fund her doctoral work. Her research focused on using mobile health technologies such as Fitbits and smartphone apps for management of cardiovascular diseases in Latinos using a community participatory approach. This process was firmly rooted in the belief that engaging the community will be the key to developing viable solutions to the ever-evolving challenges in health care. Sabianca has years of clinical experience and has witnessed firsthand the hardships immigrants undergo navigating the US healthcare system. The non-English speaking patients often experience structural, cultural and linguistic barriers when accessing the health care system, especially for self-care management of cardiovascular diseases. Because of her commitment to helping the Latino community, Sabianca received several accolades including poster awards at the annual Hopkins Diversity Symposia and the Center for Disease Control Latino Health forum. Sabianca was also an active leader on campus and served as the Newsletter Chair for the Sigma Theta Tau International Nursing Honor Society. She was also Vice President and President of the Ph.D. Student Association, where she helped to organize professional development programs and promote collegiality among her peers. Sabianca paid it forward while at JHU by mentoring high school students from underrepresented backgrounds in Baltimore City. Her excellent academic record, dynamic leadership, and contribution to the community made her an ideal candidate for the Bouchet Society.

Sara Haile grew up in Addis Ababa, Ethiopia and moved to San Jose, California when she was 15. The cross-world move was a culture shock in many ways, including realizing the importance and power of seeing people who look like her being successful. While working on her degrees in Bioengineering and Molecular, Cell and Developmental Biology at the University of California, Santa Cruz (go banana slugs!), Sara developed her two passions: structural biology research and encouraging those underrepresented in science to enter and be successful in STEM. Her interests were fostered by the STEM Diversity Programs, where she received basic scientific training but more importantly, was provided with an environment of driven people with similar backgrounds. When Sara was looking for graduate programs, she sought out a similar atmosphere. Upon arriving at Hopkins, she joined the Biomedical Scholars Association (BSA), the largest student group that supports underrepresented minority graduate students. BSA provided her with a space and community where she felt comfortable expressing herself and discussing things like imposter syndrome and stereotype threat. Later, in her role as president for the BSA Sara worked hard to ensure that underrepresented minority graduate students felt comfortable and supported to succeed.

Ayah Nuriddin

History of Medicine

Ayah Nuriddin earned her Ph.D. in History of Medicine at Johns Hopkins University. She served as Dissertation Fellow at the Consortium for the History of Science, Technology, and Medicine (CHSTM). She was a Graduate Fellow in the Center for Medical Humanities and Social Medicine at Johns Hopkins University in 2017-18. She holds a Masters in History and Masters of Library Science (MLS) from the University of Maryland, College Park. Her dissertation, entitled “Liberation Eugenics: African Americans and the Science of Black Freedom Struggles, 1890-1970,” analyzed African American engagement with eugenics, hereditarian thought, and racial science as part of a broader strategy of racial improvement and black liberation. Ayah aspires to use her scholarship and activism to create space for diverse voices and experiences in the academy.

Maria del Carmen Vitery  (Posthumous Inductee)

Maria del Carmen Vitery was born in Peru and migrated to the U.S. as a teen. She obtained her B.S. in Biochemistry and Molecular Biology with honors from the University of Maryland Baltimore County and her M.S. in Biotechnology from Johns Hopkins. Maria matriculated in the Cellular and Molecular Physiology program at Hopkins in 2016, where she was a Ruth L. Kirschstein National Research Service awardee and made seminal contributions to the understanding of novel chloride channels. Maria’s citizenship and service were exemplary. She was a volunteer on medical missions with the Peruvian American Medical Society, Vice President of Policy for the Hopkins Graduate Student Association, Public Relations Chair of the Biomedical Scholars Association, and Secretary of the Hopkins chapter of the Society for Advancing Chicanos and Native Americans in Science. Maria selflessly devoted multiple hours each week to children and teens in the Baltimore community, as a mentor for high school students facing significant struggles, teaching science and art to 3rd through 5th grade students, as a child life hospital volunteer, and teaching dance, an activity for which she herself was tremendously skilled. Maria brought joy and compassion to others not only through service, but also in all her daily interactions. Maria’s peers and colleagues remember her as an exceptional scholar, an outstanding leader, a dedicated citizen, and an even greater human being. Her goodness was contagious and she was a light on the mountain top, shining brighter and brighter, who will keep shining in everyone’s hearts.

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Your chance of acceptance, your chancing factors, extracurriculars, honors titles in high school—what do they mean.

I've seen some students with 'honors titles' like 'cum laude' or 'magna cum laude' in high school. How do schools determine these titles and what exactly do they mean? Any guidance about these distinctions would be greatly appreciated.

Honors titles such as "cum laude," "magna cum laude," and "summa cum laude" are academic distinctions awarded to high school students who have demonstrated exceptional academic achievement throughout their high school careers. These Latin phrases translate to "with honor," "with great honor," and "with the highest honor," respectively.

Schools typically determine these honors titles based on students' GPAs, class rank, or a combination of the two. The specific criteria for each title varies by school, so it's important to consult your school's guidelines or speak with a guidance counselor for specific information.

Here's a general overview of the distinctions:

1. Cum Laude: This is the most basic level of distinction and typically awarded to students who have met the minimum GPA cutoff for academic honors. The cutoff may be defined by the school or based on a select percentage of top students in the graduating class, such as the top 20%.

2. Magna Cum Laude: This level of distinction is awarded to students who have achieved a higher GPA or class rank than what is required for the cum laude title. It might be awarded to students in the top 10% or 15% of their graduating class.

3. Summa Cum Laude: As the highest level of academic distinction, summa cum laude is awarded to students who have achieved the highest GPA or highest class rank in their graduating class. This honor is often reserved for those in the top 1-5% depending on the school's guidelines.

Receiving an honors title can be helpful in the college application process, as it demonstrates your dedication to academics and your ability to excel in rigorous coursework. Additionally, colleges value students with strong academic achievements, so having such a distinction on your transcript can make you stand out among applicants.

However, keep in mind that college admissions consider various factors beyond academic distinctions, including extracurricular activities, personal essays, and recommendation letters.

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Graduate School

Edward a. bouchet graduate honor society.

The Edward Alexander Bouchet Graduate Honor Society (BGHS) commemorates Yale alumnus Dr. Edward Alexander Bouchet, a physicist and educator who, in 1876, made history as the first African American to earn a doctorate in the United States. Co-founded by Yale and Howard universities in 2005, the Bouchet Society recognizes outstanding scholarly achievement and promotes diversity and excellence in doctoral education and the professoriate.

Howard university bghs chapter, howard bghs mission.

We seek to develop a national network of scholars who exemplify academic and personal excellence, who contribute to the advancement of their field(s) of study, and who are committed to applying knowledge to improve the lives and conditions of the communities they serve. Bouchet scholars exhibit the highest values of Howard University through their character, service, scholarship, leadership, and advocacy for students who have been traditionally underrepresented in the academy. In the spirit of Dr. Bouchet’s commitment to these ideals, inductees into the BGHS must demonstrate significant achievement in these areas.

Bouchet Society Values

Howard University BGHS members are committed to advancing diversity, equity, and inclusion in the academy and in the communities they serve. In the spirit of Dr. Bouchet’s commitment to these ideals and pursuits, Howard BGHS inductees demonstrate significant achievement in the following five areas, which serve as the core values of the Society.

BGHS Core Values

BGHS members exhibit the highest values of Howard through their integrity, honor, exemplary conduct, and behavior. This character may be exemplified through individual emotional courage, principles, endurance, and perseverance. At each member’s core must be an awareness of the importance of contributing and working for the good of society.  

BGHS members take their responsibility for their departments and their academic fields of study seriously. They are the embodiment of the ideals of Howard. They not only represent Howard's mission, but they also demonstrate strong initiative. Howard BGHS members play a leadership role in extending access to Howard and graduate education to a wider community by creating and sharing knowledge.  

BGHS members advocate for broader access to graduate education and other resources in the academy. Activities might include advocating for the concerns of diverse faculty members and students, serving as a mentor, helping to address the needs of communities, and educating others on issues that may be at the heart of continued inequities and disparities in our society.  

Scholarship

BGHS members are committed to the goals of lifelong education as well as the production and dissemination of knowledge in the humanities, social sciences, and sciences. BGHS members are committed to contributing to the development of their field(s) of study and to the application of knowledge into action that improves the lives and conditions of their communities.  

BGHS members are expected to actively contribute to the well-being of society by giving, remaining involved in the community, sharing their personal gifts and talents, and exhibiting commitment to the service of others. Examples of service include participating in an educational program for youth, serving in local or state politics, or volunteering with a local non-profit organization.  

BGHS Eligibility & Responsibilities

Membership eligibility.

Membership in the Bouchet Society is a competitive process. Students may nominate themselves for this honor or be nominated by their dissertation advisor or by a Howard graduate faculty member for consideration as an inductee.

To be eligible for membership in Howard’s BGHS chapter, a nominee must:

• currently be enrolled in a Ph.D. program at Howard University’s Graduate School and be in good academic standing; students enrolled in other doctorate programs outside of the Ph.D. are not eligible for membership
• have successfully completed the coursework as well as qualifying and preliminary exams required for their program, have an approved dissertation proposal, be working on their dissertation, and be within a reasonable time frame of completing their Ph.D. as expected
• have a demonstrated commitment to advancing diversity, access, and inclusion in higher education, and exemplify the excellence in scholarship, leadership, character, service, and advocacy that Dr. Bouchet exhibited
• have demonstrated outstanding promise as a scholar as evidenced by independent investigation, current work on a dissertation project, or research achievement in the humanities, social sciences, or sciences

Member Responsibilities

Members of the BGHS at Howard University are required to:

• register for and attend the Annual Yale Bouchet Conference on Diversity and Graduate Education in April in the year that they are inducted into Howard’s BGHS chapter and participate in the BGHS Induction Ceremony at Yale
• submit a conference abstract proposal to present at the Annual Yale Bouchet Conference on Diversity and Graduate Education in April in the year that they are inducted into Howard’s BGHS chapter 
• participate in a Howard University BGHS inductee ceremony and reception 
• be listed on Howard’s BGHS website as a scholar and may be invited to attend BGHS forums and events

Application & Nomination Details 

The 2024 application process for Edward Bouchet Honor Society nominees is now open. Doctoral students may nominate themselves for this honor or may be nominated by their dissertation advisor or by a Howard graduate faculty member for consideration as an inductee.

Please click on the header of each item below to expand the section and review the instructions for completing each aspect of the application . It is each nominee's responsibility to understand what is required for an application to be considered complete. 

Application Components:

• BGHS self-nomination form (online)  (click on the items below for detailed instructions)
• Dissertation advisor nomination evaluation form (online)   (click on the items below for detailed instructions)
• Faculty/mentor nomination evaluation form (online )  (click on the items below for detailed instructions)

BGHS self-nomination form (online)

BGHS self-nomination form (online) 

All student nominees must complete the BGHS online self-nomination form . On their self-nomination form, nominees must indicate the individuals providing letters of support for their application. All required application components and application materials must be attached to the nominee's online self-nomination form. 

Current curriculum vitae or résumé

Student nominees must attach a current curriculum vitae (C.V.) or résumé to their BGHS online self-nomination form which highlights relevant academic and professional experiences. Highlight any work/research experience, research achievements (including publications, thesis/dissertation, journal or conference papers and presentations), honors/awards, and professional organizations/affiliations. 

Unofficial copy of Howard transcript

Student nominees must attach an unofficial copy of their Howard University transcript (capturing all Graduate School coursework taken to date) to their BGHS online self-nomination form before submitting it. 

Personal statement (1000 words max)

Student nominees should include as part of their BGHS online self-nomination form a personal statement of no more  than 1000 words describing how they embody Dr. Edward Alexander Bouchet's legacy through the five (5) core values of the BGHS: scholarship, leadership, character, service, and advocacy.  Additionally, nominees should share any experiences mentoring students or contributing to initiatives aimed at expanding access to higher education.

Specifically, address the following in your statement:

• Scholarship:  Detail your academic achievements, commitment to intellectual pursuits, and any research or scholarly activities that exemplify your dedication to creating new knowledge and to lifelong learning.
• Leadership : Discuss instances where you have taken on leadership roles, whether in academic, extracurricular, or community settings within and outside of Howard University. Highlight your ability to inspire and guide others in pursuit of their aspirations.
• Character: Reflect on your personal and professional values, ethical decision-making, and how your personality aligns with the principles and values upheld by Dr. Edward Alexander Bouchet.
• Service: Describe your involvement in service-oriented activities within and beyond the classroom and Howard University. Discuss your commitment to make a positive impact on your community.
• Advocacy: Share experiences where you have advocated for meaningful change or championed causes that align with Dr. Edward Alexander Bouchet's legacy. Highlight your commitment to social justice and equity.

Beyond demonstrating your commitment to scholarship, leadership, character, service, and advocacy, your essay should provide a comprehensive view of how you embody Dr. Edward Alexander Bouchet's legacy through mentorship and initiatives promoting access to higher education.

• Mentoring Initiatives:  Discuss any experiences you've had mentoring students, sharing your knowledge, and supporting others in their academic, professional, and personal development and pursuits. You may elaborate on any initiatives you have participated in that aimed to expand access to higher education. This could include outreach programs, partnerships, or projects that contribute to making education more accessible, in the U.S. and/or abroad.

Short essay response (400 words max)

Student nominees must include as part of their BGHS online self-nomination form a short essay response of no more  than 400 words describing their  professional goals, highlighting their alignment with the BGHS mission, and outlining how they anticipate they will actively contribute to and benefit from the Bouchet Graduate Honor Society (BGHS).

Specifically, address the following in your essay:

• Your current and future professional goals and the steps you are taking to achieve them. Highlight any specific milestones or projects towards your goal attainment. Discuss the impact you hope to make in your field and any broader contributions you hope to achieve.
• Discuss how your professional goals align with the Bouchet Graduate Honor Society (BGHS) mission and values. Discuss specific aspects of the BGHS mission that resonate with your values and professional objectives or aspirations.
• Describe the contribution you hope to make to the BGHS community. This could include the ways you will demonstrate commitment to fostering a supportive and collaborative intellectual network, engaging with fellow BGHS peers and alumni, and actively participating in BGHS initiatives, events, and mentoring opportunities.
• Highlight your unique background and any skills, personal experiences, or perspectives that would enrich the BGHS academic community.

Short dissertation abstract (300 words max)

Student nominees must include as part of their BGHS online self-nomination form a short abstract of their dissertation research project  (limit to 300 words). This abstract should include a discussion of the research purpose, background, methods, results (or preliminary results), and conclusions (or preliminary conclusions). 

Conference abstract (call for proposals in BGHS self-nomination form)

Student nominees must include as part of their BGHS online self-nomination form the call for proposals document (linked attachment in the BGHS self-nomination form ).  All nominees for the Bouchet Graduate Honor Society (BGHS)  MUST  submit an abstract to present at the annual conference at Yale in April. Conference abstract proposals submitted as part of the application to the BGHS will be reviewed by the Howard BGHS committee, and feedback will be provided prior to your submission of your proposal to Yale. 

A limited number of research proposals will be accepted in each of the following divisions: Humanities, Social Sciences, Biological and Biomedical Sciences, Physical Sciences and Engineering. Submissions must be relevant to one of the following topics:

• Science, Technology, Science Policy
• Chronic Diseases, Health
• Race Relations, Social Movements
• Literature, Arts, Culture
• U.S./International Policy, Law, Economics
• Career Paths, Transitioning

Biographical sketch (250 words max)

Student nominees must attach a short biographical sketch (limit to 250 words,  Times New Roman, 11pt font, single-spaced )  to their BGHS online self-nomination form before submitting it. The format for the biographical sketch should include boldface for the student’s name and italic lettering for the field of study. The biographical sketch should be written in the third person and should only include a description of the student’s dissertation research, publications, and awards. The nominee should not have personal non-academic information, like hobbies and interests, unless specifically relevant to a nominee's contribution to the BGHS. 

Sample biographical sketch:

Nate Johnson Chemistry Optional:  Inductee’s email address, website, and LinkedIn profile URL Nate Johnson is a candidate for the Ph.D. in chemistry with a concentration in medicinal organic chemistry at Howard University. His research focuses on designing, synthesizing, and evaluating novel small molecules as anti-prostate cancer agents. Nate has been recognized as an Alliance for Graduate Education and the Professoriate (AGEP) Fellow, Center for the Integration of Research, Teaching and Learning Network STEM Education Scholar, and received the Preparing Future Faculty certificate of completion. He also received a Bachelor of Science in chemistry from Boston College, where he was a recipient of the Corcoran Scholarship. Nate learns and grows with every endeavor and believes in sharing a love of chemistry through his teaching. He has been an avid volunteer with the Community Science fest, a community-directed science literacy effort centered on providing hands-on experiences to DC-area students from pre-K to high school. Ultimately, Nate aspires to work at the intersection of business and science, with a passion for improving lives through science and new technology.

2 nomination evaluation forms (online)

Student nominees should submit the following online nomination evaluation forms to the individuals they have indicated will provide written support. Evaluations must be received electronically by the deadline noted. Student nominees waive their right to view the evaluations/recommendations sent in on their behalf:

• Dissertation advisor nomination evaluation form (online) ,  including a letter of support written and submitted by the nominee’s faculty dissertation advisor. The recommendation/letter of support should directly address how the applicant exemplifies each of the core values of the Bouchet Graduate Honor Society: scholarship, character, leadership, service, and advocacy. 
• Faculty/mentor nomination evaluation form (online ),  including a letter of support written and submitted by a current Howard graduate faculty member, chair, or evaluator with knowledge of the nominee’s leadership, character, service, or advocacy qualities. The recommendation/letter of support should directly address how the applicant exemplifies each of the core values of the Bouchet Graduate Honor Society: scholarship, character, leadership, service, and advocacy.

Nomination & Selection Process

Application due date.

Applications (only complete applications will be considered) must be received on or before the deadline of Monday, January 22, 11:59 pm, ET.  Student nominees are responsible for ensuring that all the required documentation is submitted on or before the application deadline.

Selection Process & Criteria

Applications (only complete applications will be considered) will be evaluated by the Howard BGHS Committee. The committee will evaluate the alignment of the nominee’s qualifications, interests, and experiences with the mission and core values of the Bouchet Graduate Honor Society. Up to 10 Howard BGHS scholars will be chosen and recognized at a Graduate School award reception and at the annual Bouchet Society Conference held at Yale University each spring. Preference will be given to those nominees who meet the following selection criteria:

• Excellent academic credentials
• Outstanding letters of support
• Compelling statements/essays that address the BGHS mission and core values
• Well-organized dissertation research abstract
• Well-organized and compelling conference abstract proposal 
• Significance of contributions to the nominee’s field of research

2024 Timeline 

• January 22, 2024 (11:59 pm, ET): Deadline for online submission of self-nomination form, recommendations/nomination evaluation forms, and supporting application materials
• February 14, 2024 : Announcement of Howard BGHS new members 
• April 2, 2024 . : Bouchet induction ceremony and award reception at Howard
• April 5 - 6, 2024 . : Bouchet national induction ceremony and annual conference at Yale

Howard Bouchet Scholars 

Bouchet society in the news.

Five Howard University Ph.D. Scholars Inducted into Bouchet Graduate Honor Society Aug 30, 2022 

Howard University Graduate School Announces the 2020 Edward Bouchet Scholars April 16, 2020

Five Howard University Ph.D. Candidates Inducted into the Edward Bouchet Graduate Honor Society at Yale University April 17, 2019

The 2023 cohort members of the Bouchet Graduate Honor Society include:

Kemet Azubuike, Ph.D. Candidate,  Sociology

Symone Campbell,  Ph.D.,  Communication, Culture, & Media Studies

Sharleine Taina Cotin,   Ph.D. Candidate,  Biology 

Terri Davis, Ph.D.,  Communication, Culture, & Media Studies

Sharon Jessé Edwards,  Ph.D. Candidate,  History 

Latoya S. Hogg,  Ph.D.,  Social Work 

Melanie R. Holmes,  Ph.D.,  History   

Destiny Lawler,  Ph.D. Candidate,  Pharmacology 

Joshua Lawson, Ph.D. Candidate,  English 

Dana Williams-Johnson,  Ph.D.,  Communication, Culture, & Media Studies

The 2022 cohort members of the Bouchet Graduate Honor Society include:

Collis A. Brown, Ph.D. Candidate,  Pharmacology 

Tanya E. Gardner,  Ph.D.,  Communication, Culture, & Media Studies

Majella Chube Hamilton,  Ph.D. Candidate,  History 

Bryan M. Jenkins,  Ph.D. Candidate,  Communication, Culture, & Media Studies

Raina Rhoades,  Ph.D.,  Biology

The 2021 cohort members of the Bouchet Graduate Honor Society include:

Chynere Best, Ph.D.,  Psychology

William Kellon Bubb,  Ph.D.,  Communication, Culture, & Media Studies

Kenisha Ford,  Ph.D.,  Physics

Emerald Jones,  Ph.D.,  Sociology

Shannell Thomas,  Ph.D.,  Sociology

The 2020 cohort members of the Bouchet Graduate Honor Society include:

Colin Campbell,  Ph.D.,  Communication, Culture, & Media Studies

Richmond Danso,  Ph.D.,  Political Science

Akiv Dawson,  Ph.D.,  Sociology

Lourds Michelle Fernando,  Ph.D.,  Biology

Jaimee Swift,  Ph.D.,  Political Science

The 2019 cohort members of the Bouchet Graduate Honor Society include:

Adisa Vera Beatty, Ph.D., History

Amber Davis, Ph.D., Social Work

Ashley Lewis, Ph.D., Communication, Culture, & Media Studies

DeAnna Nara, Ph.D., Nutritional Sciences

Morgan  Smalls, Ph.D., Communication, Culture, & Media Studies

The 2018 cohort members of the Bouchet Graduate Honor Society include:

Kimberly Monroe, Ph.D., History

Tabia Pope, Ph.D., Communications Sciences & Disorders

Sulare Telford, Ph.D., Communications Sciences & Disorders

Sean Upshaw, Ph.D., Communication, Culture, & Media Studies

Alisa  Valentin, Ph.D., Communication, Culture, & Media Studies

The 2017 cohort members of the Bouchet Graduate Honor Society include:

Frances Adomako, Ph.D., Counseling Psychology

Rogi Banks, Ph.D., School Psychology

Lindell Edwards, Ph.D., Educational Psychology

Jasmyn Ledford, Ph.D., School Psychology

Brandale Mills, Ph.D., Communication, Culture, & Media Studies 

Swetha Parvatheneni, Ph.D., Biochemistry & Molecular Biology

Komitige Hashanthi  Perera, Ph.D., Biochemistry & Molecular Biology

Denise Rpsier, Ph.D., Political Science

Shadya Sanders, Ph.D., Atmospheric Sciences

Perre L. Shelton, Ph.D., Counseling Psychology

The 2016 cohort members of the Bouchet Graduate Honor Society include:

Lauren F. Booker, Ph.D., Psychology

Candice R. Hodge, Ph.D., Sociology

Tyriesa L. Howard, Ph.D., Social Work

Aida Jaldi, Ph.D., Physiology 

Julius G. Johnson, Ph.D., African Studies

Grace R. Mavodza, Ph.D., Biochemistry & Molecular Biology

Keadrick S. K. Peters, Ph.D., Sociology

Houra Taheri, Ph.D., Nutritional Sciences

Leticia D.  Williams, Ph.D., Communication, Culture, & Media Studies

The 2015 cohort members of the Bouchet Graduate Honor Society include:

Danyelle T. Brown-Willis, Ph.D., Educational Psychology

Christopher Cross, Ph.D., Anatomy

Onochie Dieli, Ph.D., Economics

Monica Goldson, Ed.D., Educational Leadership & Policy Studies

Zuleka Henderson, Ph.D., Social Work

Heather Key, Ph.D., Clinical Psychology

Denna Kowalek-Geppi, Ph.D., Communication, Culture, & Media Studies

Brianna P. Lemmons, Ph.D., Social Work

Vanessa Oyugi, Ph.D., African Studies

The 2014 cohort members of the Bouchet Graduate Honor Society include:

Kelechi C. Anyanwu, Ph.D., Counseling Psychology

Maurice B. Fluitt, Ph.D., Genetics

Mamatha Garige, Ph.D., Biochemistry & Molecular Biology

Christina Nicole Johnson, Ph.D., Microbiology 

Tinita Ortega, Ph.D., Communication Sciences & Disorders

Shaina N. Reid, Ph.D., Anatomy

Tiphané Turpin, Ph.D., Mass Communication & Media Studies

Melvin L. Williams, Ph.D., Communication, Culture, & Media Studies 

The 2013 cohort members of the Bouchet Graduate Honor Society include:

Crystal M.  Adkisson, Ph.D., Mass Communications & Media Studies

Ashantie Alford, Ph.D., African Studies

Wallis C. Baxter, Ph.D., English

Aamira Chaney, Ph.D., African Studies

Belinda R. Hauser, Ph.D., Genetics

Devlon Jackson, Ph.D., Communications & Culture

Malik D.  Lewis, Ph.D., Chemistry

Stella-Monica N. Mpande, Ph.D., Mass Communications & Media Studies

Reema Puri, Ph.D., Pharmaceutical Sciences

Bethtrice Thompson, Ph.D., Biology

The 2012 cohort members of the Bouchet Graduate Honor Society include:

Luli Akinfiresoye, Ph.D., Pharmacology

Dondra Bailey, Ph.D., Biology

Dwayne Brown, Ph.D., Pharmacology

Jau-Yon Chen, Ph.D., African Studies

Valerie Cousins, Ph.D., Genetics

Ronya D. Foy, Ph.D., Social Work

Lydia Kakwera Levy, Ph.D., African Studies

Adrian Thompson, Ph.D., Clinical Psychology

Willie J. Thompson, Jr., Ph.D., Sociology

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Is being an honors student really worth it?

This is a something I'm really concerned about. I am an undergraduate physics major, and I've been in the honors program at my university for a little while now, and that means certain things. I must take at least 1-2 honors courses (or do an honors-contract in a normal course) every semester, I must make a yearly update to a personal portfolio/e-portfolio, I must obtain a sufficient amount of research-group credit hours before I graduate, and I must defend an undergraduate thesis.

I do like all of this, but what starts to bother me is one other requirement, as well as a few things within the program. We must attend at least one 'Honors Student Council' event per semester (not a big deal, but these are ridiculous/stupid most of the time). Also, most of the other students in the program are snobs and stuck-up compared to other non-honors students. I do like the chance to learn a lot more about the material presented in my classes through honors and course-contracted classes, but I'm starting to think that I could just do that on my own - that is, set that up with professors on my own.

However, I don't really know how useful having an 'honors' distinction on a degree will be. Is it very useful? I've been thinking of quiting the honors program, but I wouldn't want to do it if it will drastically hurt me later on. For example, how much of an impact does having an honors distinction have on graduate school/job applications?

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• 32 If you're going to do most of the work anyway, why not also do the one unpleasant thing each semester so that you can get credit for the program? –  Bill Barth Commented Dec 1, 2014 at 15:38
• 8 ...and I must defend an undergraduate thesis. Is this only for honor students? If yes and you want to apply later for a MSc or a PHD this is a major advantage. –  Alexandros Commented Dec 1, 2014 at 16:11
• 2 @Alexandros You can get a thesis without being in the Honors program where I'm at. However, the Honors program required that or a capstone where I went. –  Compass Commented Dec 1, 2014 at 16:15
• 7 I recommend an honors student learn that you don't make plurals with an apostrophe. –  Almo Commented Dec 1, 2014 at 18:43
• @ArturoDonJuan I wouldn't quite put it that way... :) –  Almo Commented Dec 2, 2014 at 0:54

9 Answers 9

It depends on your reasons for being in the honors program..

Are you in it for the extra line or two you have on your CV or diploma, or the learning experience, or the potential opportunities that arise from your undergraduate institution?

Look carefully at how you've "sold" the Honors College to us. A list of requirements, a mention of a waste of time, and pointing out that you can do everything the HC provides to you without assistance. You come across as dissatisfied with the system.

I am going to try and be as objective as possible, given how I also feel dissatisfied with my time in the Honors program, and be as fair as I can about the situation's pro/cons.

In it for the Learning Experience

If you're in for the learning experience, by all means, it is certainly a learning experience. One of my courses in my Honors program, I learned a significant amount about leadership, and drastically improved my writing skills. I certainly would still have been a terrible writer if not for that class, and that's a plus in my book for how Honors helped me. That being said, not all of the Honors courses are that great . I assume that your program may require you to take classes outside your major to fulfill enrichment requirements . I would recommend you find something that isn't only useful, but interesting. I took a class about the Beatles because it fit my schedule, and that probably could have been replaced with something much better.

For the Resume/CV

If you're looking for stuff to put on your resume, there's probably far more time-efficient and cost-efficient methods. Assuming 1 hour a semester for 8 12-week semesters, plus perhaps 4 hours of other Honors-related stuff per semester, that's about 130 hours of time spent to just add the Honors distinction to your degree. May not seem like many hours, but that's equivalent to 10 credits in a 120 credit degree . Add in the possibility of unrelated Honors courses, and it starts turning into 15-20 credits that could have been spent on other courses. I do not believe you have to be in the Honors program to qualify for Honors-related work, and in fact, I would assume non-Honors students can take your classes anyways.

Potential Opportunities in Research

The thesis/capstone projects provided by the Honors program do provide the ability to perform research projects at the undergraduate level and are likely the most high-yield activities you can get as an Honors student. If you capitalize on this, you should be able to do research in a lab at your university and write, present, and possibly even publish a paper. This is probably one of the few things you can benefit from. If you don't use this, it's a wasted opportunity for sure.

The question becomes whether or not the time spent in the Honors program is worth the additional benefits. After finishing the Honors program, no one asked me "Oh, did you go to the Honors program? Tell me about it." They did, however, ask me about stuff I learned through Honors courses. It's nice to see that I have a certificate for it, but apart from that, once you graduate, whether or not you attended the Honors College matters less than how you capitalized on it .

In case it wasn't apparent, I attended an Honors program in college to completion.

• 2 Disenfranchised ? Do you mean disenchanted ? –  TRiG Commented Dec 3, 2014 at 11:59
• Or disillusioned. –  Pikamander2 Commented Dec 3, 2014 at 19:08
• @TRiG I went ahead and made the changes with dissatisfied . –  Compass Commented Dec 3, 2014 at 19:10

Being an Honors student is a prime example of signaling : you could just as well learn the content by yourself, but having that distinction on your degree signals something to potential employers or grad school admission committees. And those people hope that this signal correlates with something useful, e.g., flexibility in thinking, openness to new ideas, conscientiousness etc. (Yes, being able to sit through boring meetings can be a survival skill in many bureaucratic settings.)

It has been seriously suggested that much of higher education is explained by a signaling model.

So you will need to weigh the current pain of boring meetings and uninteresting people against potential future benefits. Your trade-off will depend on what else you could be doing in the time you could free up by de-Honoring.

I personally have profited from being a member of a similar German institution . When I applied for a job in a (mature) startup, one of the founders, who happened to be a university professor, saw this in my CV, and he explicitly said that this helped me get an interview.

Let me add to other answers (this may be a little too long for a comment): depending on what you want to do, you can potentially do things a lot better for your career outside of the honors college. I was in a similar position, and got "kicked out" of my honors college my sophomore or junior year because I refused to take so many honors courses. Instead I spent my time taking a lot of advanced math/CS classes (many graduate level), and the honors college director wouldn't let them more than a couple count as honors credit. (I actually enjoyed most of my honors classes till then, and was friends with a lot of the honors college, including the director.)

I ended up finishing with a dual math/cs degree and a masters in math in 4 years, which I wouldn't have done if I had to spend more of my time taking honors classes. This was much better preparation for grad school (or many industry jobs). So I would say it depends on your situation (other answers mention pros of being in the honors college), but if it prevents you from doing other things you want to do, it's not worth it .

Noting your comments:

We must attend at least one 'Honors Student Council' event per semester (not a big deal, but these are ridiculous/stupid most of the time). Also, most of the other students in the program are snobs and stuck-up compared to other non-honors students. I do like the chance to learn a lot more about the material presented in my classes through honors and course-contracted classes, but I'm starting to think that I could just do that on my own - that is, set that up with professors on my own.

I can imagine this not fitting well with you but to be honest, 30 years on, I actually feel that learning to do the above will be of HUGE benefit to you because:

• you'll learn to deal with snobs just like in the working world.
• you'll learn patience at doing sub-optimal 'ridiculous' tasks. Real world training.
• you'll learn to to engage, agree, disagree and discuss subjects with other that don't share your opinions.
• you'll get to engage with others from widely different backgrounds bringing perspectives you may not have thought of.

Apply these lessons quickly now and save yourself a lot of years of learning them slowly. You may feel that these are not the important lessons to learn while in higher education but personally experience has taught me the opposite.

I can speak at least for myself in saying that I wouldn't give any extra weight to a resume or graduate school application specifically for going through the Honors program. In an interview, I might learn that some of the specific things you did in your specific honors program do make you more qualified, but I can't really take that for granted just from seeing the line on your transcript or diploma. For example, if you took an interesting/challenging Honors class wherein you demonstrated an exceptionally deep level of understanding in some given concept or demonstrated other useful skills like writing, speaking, teamwork, leadership, etc., telling me about that during an interview would certainly benefit you toward me recommending that you get the position. However, this would be true if you took such a course regardless of whether you completed the whole Honors program or not. The same situation would be true with the undergraduate thesis if you were applying for graduate school. If I read about what you did in your thesis, that would certainly benefit you, but that would again be true regardless of whether you were in the Honors program.

I would also say that this probably varies by field. My field is Computer Science/Software Engineering. My experience in undergrad, at least, was that my university's Honors program was focused much more on humanities than on the sciences or engineering. The vast majority of the Honors courses past the Freshman level were in the liberal arts areas. As such, I imagine that such a program would have been much more useful to someone in those fields than it would have been to me. As far as those who were in engineering, my experience was that the vast majority of the top science and engineering students were not in the Honors program. Among the science and engineering majors, it seemed that being part of the Honors program was much more common among somewhat-above-average students than it was among exceptional students. I can generally tell whether you're above average just by looking at your transcript without regard for whether or not you were in the Honors program, so I don't really gain much information about you just from seeing that line.

You also mentioned that your impression of most of the people in the Honors program at your school were arrogant/stuck-up. This was generally my impression at my school, as well. Since that's obviously not a desirable trait for either an employee or a graduate student, having this on your resume or CV may actually hurt you a bit among those who have had such impressions of Honors programs. On the other hand, it could help you if the person reviewing the resume or CV had a positive impression of the Honors program at their school or of previous candidates who had completed such programs, as Stephan mentioned.

I must take at least 1-2 honors courses (or do an honors-contract in a normal course) every semester, I must make a yearly update to a personal portfolio/e-portfolio, I must obtain a sufficient amount of research-group credit hours before I graduate, and I must defend an undergraduate thesis.

An important consideration is that the definition of an Honors degree varies tremendously between institutions. Judging by what you have said, your institution requires quite a lot of its Honors students, but every institution is different. (For instance, the university I currently attend is happy to hand out Honors degrees like candy.)

So no one who is not from your institution is necessarily going to know what that phrase "with Honors" on your degree actually means . If their own experience with Honors degrees is from places that take them less seriously, they won't know all of the work you had to do to earn yours.

Is your advanced coursework, portfolio, and undergraduate research experience highly beneficial for your future in physics? Of course. But if you have done all those things, I'm not sure how much additional value the phrase "with Honors" on your diploma will add.

If nothing else, don't expect anyone outside your university to know how much or how little work your Honors degree entailed.

• Depends on how well known your university is in the area. If your job interviewers are alumni of your school, the "Honors" distinction may carry some weight. But if you're only applying to places far away or places with people who are unfamiliar with your school, then you're absolutely right –  Ben Bitdiddle Commented Jan 21, 2015 at 8:13
• Also, it seems that even the phrase "with honors" has some difference in meaning between institutions. In my experience, most institutions use "with honors" (or its Latin equivalent, "cum laude") to mean that your GPA was at or above a certain level, which is unrelated to whether or not you were part of the Honors program. –  reirab Commented Apr 24, 2015 at 17:58

I think this has been answered better by the others already, but the Honor's program will open doors and provide opportunities that might not otherwise come your way. I wasn't in an honor's program but I did graduate with Math and Physics degrees, and unless you're already planning a career in academia, you will need those opportunities. Just my two cents. :)

I've had my older son start in an Honors program only to be annoyed by frivolous and pedantic courses obviously feeding the egos a some Honor professors. It's these fluff classes that make me want to throw the baby out with the bath water. Students can and should take fluff classes of their choosing. Obviously, my older son got out of the honors program; he failed to see the return.

My younger son never entertained the idea - he would manage his own broadening. Choosing not to go the Honors route actually makes my younger son an unwelcome interloper when Honors students are paraded around as 'better'. He's taken advantage of all the research opportunities of the fine university he attends, found his set of advisers, and has been remarkably successful as an undergrad and will pursue his PHD at a world class institution - but no thanks to his Department which still sneers at this non-Honors punk ruining their party.

All the pluses for the Honors programs, the third place to grow mind and soul with peers that my son found in clubs and such to some extent but was really denied because he wasn't in the Honors program underscores why he didn't join the Honors program - the very real cronyism and elitism - is distasteful at best.

The fact that he's a student who should be celebrated but is at best tolerated because his success dampens the Honors parade vividly highlights the sense of entitlement of those RUNNING the Honors programs - they expect their students to get all the awards and such - deserving or not. This isn't a matter of sour grapes - my son landed a dream PHD opportunity where he's been picked up by one the premier scientists in the world in his field. I'm just pissed that he's had to bob and weave his way around these Honors obstacles.

Again I repeat - it is the Honors professors themselves who have the vested interest in their little golden gooses who foist their brand of elitism onto the unlucky 'rest'. People call the Honors programs meritocracies - hogwash. They may compete among themselves but at the end of the day they and their teachers expect that they'll walk to the front of the line - right past the 'rest'.

So, not a fan of your little Honors programs. Honors programs need to understand that they showcase some of the best students NOT all of the best students. Their hubris pisses me off to no end. If you'll note that it is implied by all Honors fans that the best of the best ARE there and if you're not then you're one of the 'rest'. That's not elitist? Until they understand that they're just some of the best or even many of the best, then I think the undermine their own core value of meritocracy.

• I'm very sorry for this. That said, I suspect your son's experience was unusual. At least it would not have happened in our department, where we eagerly celebrate and support our strong students whether they are enrolled in the Honors program or not. –  Anonymous Commented Apr 1, 2016 at 14:27
• Also, let me add (and I think that this is relatively typical) that our Honors program is not administered by our department. There is a university-wide Honors program, and our department's relationship to it is that they give us money. We can use this to run extra courses with small enrollments which would not happen otherwise. The catch is that the Honors College is looking out for their students and imposes hurdles for other students who want to take these courses. Sometimes we can get around these hurdles on behalf of our best students, and sometimes we can't. –  Anonymous Commented Apr 1, 2016 at 14:32

At my university the Honors college has a fair amount of money, which supports some additional classes intended for Honors students. In some cases these are only available to students in the Honors college; in others, non-Honors students can take these classes but there is some annoying bureaucracy involved.

If it were me, I would find dealing with this bureaucracy more annoying than sitting through the 'Honors Student Council'. You could always prepare a physics problem in advance and then try to solve it in your head during the meeting.

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Helpful website for every filipino, honor graduate eligibility requirements | summa, magna, cum laude.

Civil Service Commission 0

The Honor Graduate Eligibility is granted by the virtue of  Presidential Decree (P.D.) No. 907 , dated March 11, 1976, titled “Granting Civil Service Eligibility to College Honor Graduates”. You can apply for this eligibility if you graduated summa cum laude, magna cum laude or cum laude, in your baccalaureate degree, regardless of the number of years of completion.

Documentary Requirements for the Honor Graduate Eligibility

1. Properly accomplished Application Form ( CS Form 101-D, Revised Sept. 2013 );

2. Three (3) pieces of identical I.D. pictures taken within the last three (3) months prior to filing of application with specifications, as follows:

• Passport size (4.5 cm x 3.5 cm)
• Printed on quality photo paper;
• In white background;
• In standard close-up shot (from shoulder level up with the head and face occupying at least 80% of the picture and with the name tag positioned at approximately 1” below the chin);
• In bare face (without eye glasses/colored contact lens, or any accessory that may cover facial features; facial features not computer-enhanced);
• Showing left and right ears; and
• With full name tag:
• Note : The name tag must legibly show the applicant’s signature over complete printed name in the format First Name-Middle Initial-Last Name-Extension Name (if any). The name tag should not be computerized, meaning, the applicant should have his/her picture taken while holding his/her written name tag.

3. Original and photocopy of any of the following I.D. cards, which must be valid (not expired) upon filing of application, and bears the applicant’s complete name, picture and signature, and the issuing officer’s name and signature:

• Driver’s License;
• Passport;PRC License;
• GSIS I.D. (UMID);
• Voter’s I.D.;
• BIR I.D. (ATM type/TIN card type with picture);
• PhilHealth I.D. (must, at the least, contain the holder’s name, clear picture, signature and PhilHealth number);
• Company/Office I.D.;
• School I.D. (validated for the current school year/semester/trimester);
• Police Clearance/Police Clearance Certificate (with picture);
• Postal I.D.;
• Barangay I.D.; or
• NBI Clearance

4.  Original and photocopy of Birth Certificate of the applicant authenticated/issued by the National Statistics Office (NSO);

Note:   In case where the NSO-issued Birth Certificate is not legible, or the NSO has duly issued a Negative Certification of Birth (NSO CRS Form No. 1) printed in NSO security form, the applicant shall, in addition, be required to submit the original and photocopy of his/her Birth Certificate that is authenticated/issued by the Local Civil Registrar (LCR).

5.  For female married applicants, original and photocopy of Marriage Certificate authenticated/issued by the NSO;

Note:   In case where the NSO-issued Marriage Certificate is not legible, the applicant shall, in addition, be required to submit the original and photocopy of his/her Marriage Certificate that is authenticated/issued by the Local Civil Registrar (LCR).

6.  Certification executed by the applicant that he/she has no pending administrative and/or criminal case before any court/authorized body, and that he/she has never been found guilty/convicted of any administrative offense and/or crime, using the prescribed  CSC SPEL Form 1, April 2012 ; and

7.  If filing of the application is through a representative:

• Authorization letter executed by the applicant; and
• Original and photocopy of at least one (1) valid I.D. card of the representative as listed under Item no. 3 hereof.

Specific Documentary Requirements for the Honor Graduate Eligibility

1. Original and photocopy of Transcript of Record (TOR) of the applicant;

2. Certification from the university/college that the applicant graduated summa cum laude, magna cum laude, or cum laude duly signed by the current university/college registrar or authorized official and bearing the university/college seal. (This Certification is not the Diploma and is separate from the Transcript of Record); and

3. List of Honor Graduates certified and submitted by the School Registrar to the CSC (agency to agency concern).

Where to File Application for the Honor Graduate Eligibility

Properly accomplished  CS Form 101-D (Revised, Sept. 2013) , together with the pictures and other documentary requirements, must be submitted to the CSC Regional Office, or any of its Field Offices, having jurisdiction over the university/college from where an applicant has graduated.

Modes of Filing of Application

A. By the Applicant in Person

This mode of filing an application involves the applicant himself/herself going to the CSC Regional Office concerned, or to any of its Field Offices, to personally submit his/her application and documentary requirements. This is the most recommended mode of application filing, as this will allow interview of the applicant as to his/her qualifications and other circumstances relevant to his/her application for eligibility grant.

B. Through Representative

• This mode involves a representative of the applicant going to the CSC Regional Office concerned, or to any of its Field Offices, to submit the application and documentary requirements.
• Authorization Letter executed by the applicant; and
• Original and photocopy of at least one (1) valid I.D. card of the representative.

Note:  While filing of application may be coursed through a representative, the applicant shall be required to appear personally before the CSC for the proper issuance and acceptance of the Certificate of Eligibility, should the application be approved. Representative/s shall not be allowed to receive the Certificate of Eligibility on behalf of the applicant-grantee.

C. Through Conduit CSC Regional Office (RO)

This mode involves applicants who have moved to or are presently based in another region that is far-off from the authorized CSC Regional Office (RO) having jurisdiction over their cases.

In this instance, an applicant concerned, or his/her representative, may file the application to the CSCRO nearest the applicant’s present place of residence or work. Said CSCRO shall act as conduit between the applicant and the authorized CSCRO in facilitating acceptance of the application, and release of the corresponding Certificate of Eligibility (COE) should the application for eligibility grant be approved.

This mode of application filing takes time, considering that communications between the conduit CSCRO and the authorized CSCRO are dispatched at least via registered mail.

D. Through Mail

This mode involves the applicant sending his/her application and documentary requirements (including originals) to the CSC Regional Office concerned through either registered mail, or courier. This mode takes time in view of anticipated exchange of communications.

Delays and lost of documents through the negligence of the courier is beyond the control of the CSC Regional Office concerned.

Schedule of Fees

The schedule of fees for the grant of HGE, which covers two (2) stages, is, as follows:

• Stage 1 (Evaluation of Application): Evaluation Fee of P200.00 upon filing of application.
• Stage 2 (Processing of Certificate of Eligibility): Processing Fee of P300.00 only upon approval of application.

Applications filed at the CSC Field Office shall be charged only the Evaluation Fee considering that the applications will be forwarded to the CSC Regional Office for review and final evaluation, and processing of Certificate of Eligibility.

Applications filed through Conduit CSC Regional/Field Office or through Mail (registered mail, or courier) should enclose a Postal Money Order borne in the name of the CSC Regional Office concerned (for graduates of local schools), or the CSC Central Office (for graduates of foreign schools), in the amount of Php200.00 representing payment for the Evaluation Fee.

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Source: csc.gov.ph

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Edward Alexander Bouchet Graduate Honor Society

Edward Alexander Bouchet (1852-1918) graduated from Yale College in 1874. He went on to be the first self-identified African American to earn a doctorate from an American university when he earned a PhD in physics at Yale University in 1876. At that time, Bouchet was the sixth person in the western hemisphere to earn a doctorate in physics. He was also one of the first African Americans to be elected to the prestigious Phi Beta Kappa Honor Society.

The Edward Alexander Bouchet Graduate Honor Society (Bouchet Society) recognizes outstanding scholarly achievement and promotes diversity and excellence in doctoral education and the professoriate. The Bouchet Society was inaugurated on Thursday, September 15, 2005 with a simulcast ceremony held at Yale University and Howard University. As the co-founding chapters, Yale University and Howard University seek to recognize and continue Dr. Bouchet’s pioneering contributions to doctoral education. The Bouchet Society seeks to develop a network of preeminent scholars who exemplify academic and personal excellence, foster environments of support, and serve as examples of scholarship, leadership, character, service, and advocacy for students who have been traditionally underrepresented in the academy. In the spirit of Bouchet’s commitment to these pursuits both within and without the academic realm, inductees into the honor society bearing his name should also exhibit these qualities.

The Bouchet Leadership Medal

The Bouchet Leadership Medal is a national award given to leaders in academia and the community who are outstanding in their own fields of study, and who serve as inspirational role models to people of all ages.

Bouchet Graduate Honor Society Membership

Membership into the Bouchet Honor Graduate Society is by nomination only and approved by the National Steering Committee. The levels of membership are as listed below:

• Doctoral Student Membership is available to any individual who is currently a doctoral student in good academic standing, and through initial research achievement in a humanities, social sciences and sciences field, has shown outstanding promise as a scholar, as evidenced by independent investigation or current work on a dissertation project.
• Post-Doctoral Membership is available to any individual who has received their PhD degree over the last 6 years, and through initial research achievement in a humanities, social sciences and sciences field shown outstanding promise as a scholar, as evidenced by independent investigation, completion of the dissertation and publications.
• Faculty Membership is conferred upon any individual who has shown noteworthy achievement as a scholar and exemplar of the Bouchet Society’s mission. The faculty should currently hold an appointment in the humanities, social sciences, or sciences fields, with a record of publication and evidence of research and teaching in their field of study. Individuals who are invited to membership have (by virtue of their scholarship, research, teaching and service) shown their commitment to ensuring excellence and equity in graduate education.

Membership into the Bouchet Graduate Honor Society is by nomination only. All student nominees must be ABD (i.e., completed qualifying exam, orals, qualifying papers or equivalent) and submit all materials listed below.

Nomination criteria for students and post-doctoral fellows:

•  the nominee’s dissertation advisor
• a graduate faculty member invested in the nominee’s research
• a faculty member, dean or director at the nominee’s institution
• A nomination evaluation form from each of three recommenders above (indicating strengths of nominee as regards to the five thrusts of the Honor Society)
• Transcripts from all graduate and professional schools attended
• A current curriculum vitae
• Scholarly writing sample
• A personal statement capturing how the nominee embodies the characteristics of Dr. Bouchet as expressed through the five thrusts and the mission of the Bouchet Graduate Honor Society. Additionally, the candidate should address their anticipated contributions to the Society (2 - 3 pages).

Faculty should submit the following upon invitation:

• Curriculum vitae or résumé
• Personal statement depicting anticipated contributions to the Bouchet Society

All materials must be received on or before February 15.

• Upon receipt of completed application materials for nominees, the Membership Selection Committee will review all applications.
• The Membership Selection Committee will then provide a recommendation of inductees for consideration.
• December 1: Application information and materials available on-line
• February 15: Deadline for receipt of nomination letters and application materials
• March 1: Announcement of new members
• March/April: Annual Inaugural Induction Ceremony at Yale's annual Bouchet Conference on Diversity and Graduate Education

One national charter with two chapters was inaugurated by Yale University and Howard University on September 15, 2005, in commemoration of Bouchet’s birthday. Please refer to the charter regarding the eligibility requirements and application process for obtaining individual membership in the society or establishing an institutional chapter.

• Yale University*
• Howard University*
• Cornell University
• Emory University
• Florida International University
• Johns Hopkins University
• Michigan State University
• Northwestern University
• Rutgers University
• The Chicago School of Professional Psychology
• The George Washington University
• University of California, Los Angeles
• University of California, San Diego
• University of Florida
• University of Miami
• University of Michigan
• University of Wisconsin, Madison
• Virginia Polytechnic Institute and State University
• Washington University in St. Louis

*Denotes Founding Chapters 

Michelle Nearon

Senior Associate Dean for Graduate Student Development and Diversity

• [email protected]
• 203-436-1301
• Warner House Room 206

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