The Honors Program is a community of students and faculty at Sterling College who investigate the fundamental questions in life and society. It builds on the heart of Sterling College’s liberal arts roots to encourage students to consider thoughtfully how to live their lives with purpose both in the present and in the future.

We believe that the Honors Program has the potential to add tremendous value to your Sterling College education. We hope that as you explore the program that you will see how it can deepen and enrich your life and vocation as you pursue who you are meant to be.

Core of the Program:

- All students in the Honors Program register for a single-credit course each semester taught by one of our Honors faculty. Each of these courses helps students explore one of our nine core questions (below) from a wide range of disciplines such as the fine arts, theology and Bible, the natural sciences, or the social sciences.

- Throughout the semester faculty host various co-curricular Honors Program events for students, such as discussion nights, lectures, and off-campus learning experiences such as attending the Wichita symphony or exploring the Strataca salt mine.

- There are opportunities to enroll in Honors sections of general education courses, adding higher academic challenges and further fostering the community among Honors students.

- Students are asked to complete a certain number of community service hours with a project or organization of their choosing each year.

- Graduating Honors students complete a capstone project in their final semester.

- Our annual celebration honoring graduates who have completed the Honors Program is one of the highlights of the year, attended by family, professors, administrators, staff, and friends.

 

The Nine Core Questions:

The Sterling College Honors Program is oriented around nine central questions, which will be explored from various angles in Honors classes and events.

 

  1. Who is God?
  1. What does it mean to be human?
  1. What is creation?
  1. What are truth, beauty, and goodness?
  1. What does it mean to be virtuous?
  1. What does it mean to be educated?
  1. How do we navigate uncertainty?
  1. What patterns exist in nature, society, and human behavior, and what do they reveal?
  1. How do we pursue justice?

 

Entry Requirements:

For incoming freshmen, you need to apply directly to the Honors Program in addition to applying to Sterling College. While there is no set metric for GPA or for standardized test scores, we consider those in conjunction with your response to our specific application questions. We are looking for students who will:

  • Maintain a 3.5 or higher GPA while at Sterling College
  • Enjoy and do well in an Honors course with Honors peers, generally including significant class discussion
  • Strive to get the most from their undergraduate experience.

If students were involved in an Honors program at their prior college or university, we are interested in accepting Honors transfer hours towards partial fulfillment of our Honors Program credit hour requirements.

In addition, those already attending the college who are interested in being considered for the Honors Program may apply. Contact the Honors Director, Dr. Jennifer Bolton, for more information.

Applications will be reviewed on a rolling basis and closed annually on April 30th.

Complete an Application

Program Benefits:

  • Honors scholarship eligibility
  • Early registration
  • Opportunities to participate in signature program experiences only available to Honors students
  • Becoming part of a caring community that will deepen your understanding of the world and your place in it

 

Quotes from Our Students and Alumni:

“It is important to strive to be a well-rounded individual, not just an expert in one subject. I am thankful for Sterling College and the Honors program because I was pushed outside of my comfort zone and encouraged to deepen and explore multiple facets of my life.”

“The Honors Program . . . courses [are] laid out in a way that encourages all of the students in the class to interact with one another rather than students just listening to a lecture . . .”