Aliyah Rose Binford
Writing Portfolio
As a writer, I don’t just use words to describe what I see; I create stories and scenes that take the reader to somewhere new and unexpected. To get a better sense of my work, please feel free to explore my official Writing Portfolio.
Projects
Celebrities deserve privacy just like you
November 2021
In the First Amendment, it’s stated that we as people are allowed the freedom of the press, meaning the right to communicate, express or gather information through various forms — including printed, published and electronic media — should be considered a right to be exercised freely. Since celebrities are seen as such influential icons in society, how do their actions in the communication, expression or gathering of information factor into freedom of the press? Does freedom of the press mean celebrities shouldn’t be allowed the opportunity to have a private life just like any other individual?
Hear me out, celebrities should have privacy like the rest of us. It’s one thing to take photos of them while working or publishing information about their future projects, but it’s another to be taking photos of them when they are at home with their children or participating in their daily life, exploiting it into something horrendous for personal gain. I mean, put yourself in their shoes. How would you feel if someone was constantly following you around and watching your every move because they wanted to take scandalous pictures of you that may just be something innocent in order to turn them into something worse?
We as “normal” people are allowed to stop someone from trying to take pictures of us simply because we don’t like it or because it’s of us doing something we shouldn’t and we don’t want people to see. If we can do that and see no wrong in saying, “Stop,” then why can’t celebrities have the same option?
The argument that’s constantly thrown around is if they don’t want their private life to be flashed around, then they shouldn’t be a celebrity — it’s as simple as that. Is it though? Being a celebrity has enough negative effects as it is by constantly having people hate on them, constantly having to be perfect for their audience and more. I don’t know about everyone else, but that would stress me out. Celebrities suffer from no privacy and a loss of sense of self. They suffer from a loss of challenges, imposter syndrome – the feeling of being an imposter because one does not feel they deserve their success — and the quest for media spotlight immortality. To me, who would want to deal with these thoughts every day just because they are a celebrity?
There are laws that prohibit people from taking personal information of individuals without their permission. Celebrities should be granted the same laws, but instead, the paparazzi tends to ignore these laws and broadcast their everyday life without necessary reason. Try to think about your family; think about whether you want your kids being followed and harassed for no reason at all. Now try to think about a celebrity, who at the end of the day is still a human being with a family and deserves the same respect as your family does.
A celebrity never consents to lose their privacy, as no contract says that for them to be famous, they must surrender their privacy. A person cannot reflect or grow without freedom from the scrutiny of others. The next time you watch a video about celebrity life and start to judge them or make fun of them, go ahead and put yourself in their position — think about how you would feel. I promise you would pray for a normal and private life just as much as they do.
Students give BIC professors Sweet Thank-You’s
November 2021
To finish off the fall semester, the Baylor Interdisciplinary Core hosts Sweet Thank-You — a casual social event full of food and fun awards to thank the professors for their hard work.
Cedar Park junior and BIC student Shrivalli Penumerthy said she appreciates the event as a way to celebrate her professors.
“This function brings all the BIC students together,” Penumerthy said. “Sometimes we are divided into small groups because of class, but we all come together and express gratitude to our professors, especially during the spirit of thanksgiving.”
Each year, BIC students prepare paper plate awards: superlatives and fun little blurbs written on paper plates that are specific to each professor. Some of these awards are inside jokes between cohorts and professors, while others speak to what professors mean to students.
Students are given the power to vote for their favorite professors to win awards like ‘best hair’ or ‘most likely to be the president,’ as well as more unique ones such as ‘most likely to win a wrestling contest with a bear’ or ‘best evil laugh.’
Algonquin, Ill., sophomore and BIC student Jaime Atadero said her favorite part of the event is the paper plate awards.
“I enjoy the paper plate awards because we get to appreciate the professors in the BIC in their own individual ways,” Atadero said. “It’s a really good opportunity to show appreciation to each of them. My favorite was definitely ‘the only professor who can rock a mohawk’ because ‘Spanks’ (Dr. Spitzer Hanks) can definitely rock a mohawk.”
All BIC students are invited to join, allowing them to have the opportunity to get to know their professors outside of the classroom, which is one of the BIC’s biggest missions as a student body that remains together throughout the college years.
To close out the BIC Sweet Thank-You, each student writes a letter to their favorite professor, which will be hand-delivered within the next week.
Fort Worth sophomore and BIC student Dena Sadler said she thinks it’s important to show professors how grateful students are for them.
“Our professors do a lot for us,” Sadler said. “They just do so much, and they are so busy all the time, and sometimes they just need a break. It is so good for us to give them a little break occasionally. Plus, we’re doing a lot, and they do extra just for us, and it is good to show them that we are grateful for them.”
“This function really speaks to how the BIC is like a family,” Dr. Rachel Toombs, a lecturer in the BIC, said. “You have the same students throughout their career here at Baylor, and you get to watch them grow. This function and others in the past just make you feel valued and seen by your students. A lot of us here know each other, but we only get to spend one term together, so it allows us to catch up and see many different people all together in one space enjoying each other’s company.”
From essays to board games: BIC Leadership Council unites professors, students
November 2021
The BIC Leadership Council is a combined student advisory group of 16 that serves as a liaison between the BIC student body, faculty and alumni. It is made up of three committees: external relations, academic and events.
The Leadership Council seeks to foster community by creating opportunities for all those who participate in the Baylor Interdisciplinary Core to engage with one another — from bringing in alumni to speak about their career field, to hosting coffee hours with professors, to putting together board game nights for students.
Austin senior and academic committee chair Giuliana Hays-Angelelli said being a part of the Leadership Council has impacted her throughout her college career.
“The Leadership Council impacted me by really giving me some planning skills, which sounds funny,” Hays-Angelelli said. “I have always been good at planning things for myself, but it’s another thing to be able to plan events for other people. It allowed me to start thinking out of the box, made me good at communicating with professors I have never really met before, and altogether, it taught me really good networking skills.”
The events committee focuses on events for the students, game nights, BIC Bowl and different fun activities for those involved.
The external relations committee focuses on relations outside of the BIC by connecting students with alumni and giving them an opportunity to meet with those who have left Baylor after completing a BIC education.
The academic committee focuses on connecting students and professors by planning events that allow them to meet in a different environment.
Frisco sophomore and external relations committee chair Mari Sanchez said the Leadership Council works as one to bring students and faculty together.
“On the BIC Leadership Council, I get the privilege to work with a group of servant leaders that all share the same goal of growing friendships among students and faculty of the BIC while giving the students a space where they feel they truly belong,” Sanchez said. “BICLC has shown me the beauty of getting to know and serve others by doing our part to create a community of connection.”
Each committee works in unison to serve the BIC, its students and its faculty in the best way possible and to leave a legacy of learning and friendships.
“My favorite part about the Leadership Council is I have been on it since my freshman year … I have been able to see the BIC’s mission throughout the years stay the same, and being able to see that through graduating classes and incoming classes has been great,” Hays-Angelelli said.
Assistant director of student and alumni initiatives Adam Moore said the Leadership Council has been helpful in providing a unique foundation for BIC faculty and students.
“The BIC Leadership Council makes many significant contributions to the BIC community,” Moore said. “Whether by planning fun events, creating opportunities to connect with BIC faculty outside the classroom or connecting current students and alumni, the BIC Leadership Council is a vital part of what makes BIC a unique and transformational community.”
Projects
Parents need to stop lying to their kids
October 2021
Let me be straight and say that everyone in the world has lied at least one time in their life without even realizing it; sometimes it’s more than once. Studies reveal that some toddlers begin lying before they are two and half years old, which goes to show that as you get older, you start to lie more often. Sometimes I lie without even trying to. It honestly came so naturally to me, and I had no idea why. Even in scenarios where I had no reason to lie, I just did it because it made me feel safer.
The real question is, is it ethical to lie to your children? I’m going to be honest: parents need to accept that they can’t protect their children and that lying only leaves children knowing the truth but wondering why their parents were lying about it.
As I grew up, my parents were always straight up with me and my brother; rarely did they ever lie to us, and even when they did, the lie never lasted longer than a few days. My mom always believed that it made us stronger and that there is no reason to “baby” us. I wholeheartedly agree. I believe it is only ethical to fix the details in the scenario to make it sound less ugly than it is — meaning if it’s a story about violence, you can leave out certain painful things while still telling your child the story.
I know parents just want to protect their children at all costs, but sometimes a child needs to grow up mentally. Lying doesn’t help your child in the long run, especially when the truth does come out. It ends up making it worse on your child and on you because now you are the bad guy.
Trust between parents and kids is vital. It leads to proper growth, better emotional health, less anxiety, better childhood and adult relationships, increased empathy, greater creativity and a better ability to cope with the ups and downs of life. I don’t know who I would be as a person if my mom, dad or family in general lied to me just to spare my feelings. It’s unethical, and I for sure will not raise my children on a bed of lies just to keep them as happy as possible.
The reality is children can deal with almost any disappointment if provided parental support. It works the other way as well; if children are repeatedly lied to by their parents, then they begin to doubt and distrust even the simplest realities. By keeping secrets, parents inadvertently make their kids feel disconnected. It is very important for families to function as a team — not as individuals who feel the need to keep secrets to protect one another. Good communication within families leads to better relationships. Trust in your kids enough to know that they can handle what you give to them. We’re stronger than you think.
Standardized tests are not the end-all of intelligence
September 2021
Taking tests is actually very difficult for me. For those who completely understand what I’m saying — which I’m sure is many — then this piece is for you. Standardized tests get more difficult the older you get; whether it’s reading, writing or math, they continuously get harder. I can study for a test for days and understand the material, but when it comes time to take the test, my mind goes completely blank, and it’s as if I have short-term memory loss.
Between 40% and 60% of college students suffer from test anxiety, and I’m a part of that group. There is so much stress that goes into taking a test, and if I do poorly, then teachers interpret it as me not knowing the material or not being as smart as my peers. Think about it from the perspective of a student for a second. Your teacher tells you that you must take a test — one you might have even taken already earlier in the year — to measure your growth. How much you grow determines what classes you will be placed in next year and, whether the teacher says it or not, the opportunities you will have in the future. How would you feel if you were that student?
I could be the smartest person in the room, but because I scored low on a test, I am instantly dropped to a lower category, which makes absolutely no sense to me. I understand that we need consistent measures of progress for students in terms of math, reading, science and social studies. However, scoring low in these topics should not be the only resource that teachers and school facilities turn to before they tell me that I am slow or not smart. Many people are street smart, not book smart. I grew up learning street rules and how to be an adult in our dog-eat-dog world, so when I got to school here at Baylor, I struggled immensely, even in topics I understand well — all because schools feel the need to make things as difficult as possible for students, when at the end of the day, it makes me feel scared instead of giving me confidence for real life.
The problem is that standardized tests aren’t an accurate measure of the quality of a student’s education or even of a student’s intellect. To me, you can determine a person’s intelligence by giving them real-world problems and seeing how they get through them. You can be smart and still struggle with school. There are many famous people who did not make it through school and still did amazing in life, such as scientist, inventor and Founding Father Benjamin Franklin, who dropped out as a 10-year-old to help his family. So, why do schools push kids to take tests, judge them for not doing well and assume they are not smart? I believe everyone is smart in their own way, and schools should not put people in lower categories based on these sorts of results.
Test anxiety is a real thing. Standardized tests are not important enough to decide whether you will struggle in life. How you will succeed in life is up to you, and I believe I will succeed with ease, even if I struggle with tests that, to me, are pointless.
BIC invites alumnus speaker to homecoming
October 2021
Each year, the Baylor Interdisciplinary Core (BIC) invites one alumnus to return for Baylor Homecoming to share a lecture with students, faculty and other alumni who were or are still involved with the BIC. On Friday, the BIC welcomed back Dr. James Saucedo, an orthopedic surgeon at Houston Methodist Hospital who gave a lecture entitled “Living the Examined Life at Baylor and Beyond.”
Cedar Park junior Shrivalli Penumerthy said she felt very involved while listening to the lecture, knowing he went through the same type of schooling as she is doing now.
“It always feels great to have alumni back,” Penumerthy said. “I feel like we are always so immersed in coursework that we forget there is a life after Baylor. It allows students to ask questions and get a sense of their future. I think the main thing is that they realize it is possible.”
Saucedo is also a member of the BIC Alumni Advisory Board. He graduated in 2003 with a bachelor’s degree in University Scholars, participating in the BIC on a pre-med track. Saucedo said the BIC influenced his life by allowing him to see the world differently, with more compassion and understanding. He said it also allowed him to connect with his patients and read between the lines when patients were carrying more than they may at first communicate. All together, Saucedo said the BIC taught him how to love and appreciate others around him.
Centennial, Colo., freshman Emma Monark said Saucedo’s lecture pertained to her life by assuring her life wasn’t meant to be lived alone.
“I am confident that by being an active member of the BIC, I will grow in personal and professional perspective and find new ways to connect with other people,” Monark said. “I was reminded that I need to start checking into myself more. If I am not fully in tune with myself and my own emotions, I cannot be there for the people I love the most. Overall, Dr. Saucedo correctly observed how important perspective and connection are in BIC education at Baylor, in the professional world and in everyone’s personal lives.”
Even today, Saucedo said the BIC has stayed with him through everything he has done, saying what he was taught has helped him throughout life. He said one of the lessons that has stuck with him was that “truth, if it is true, has no fear of being found false.” Saucedo cited these words as to why he is more open to asking questions, giving him the opportunity to explore and examine his faith without having to feel guilty.
Looking back, Saucedo said he felt as if he was in his own little BIC bubble, in which ideas could be shared openly, fearlessly and with acceptance of one another even if they disagreed with each other.
His advice for BIC students was to “Enjoy it. Ask questions. Do not be afraid to speak up or of what others will think. Be honest, authentic and open-minded.”
Projects
MD Anderson cancer research internship
November 2021
This summer, nine Baylor Honors Program students were given the opportunity to work with MD Anderson cancer researchers. The MD Anderson Cancer Center Summer Undergraduate Research Program partnered with Dr. Erika Abel, Clinical Professor of Biology, and the University Outreach Summer Programs faculty at MD Anderson, which allowed students to have the chance to work side-by-side with cancer researchers. Honor students were selected through diligent application process and the ones who were chosen were then placed in a variety of research labs across the cancer center by the University Outreach Summer Program faculty. The students research ranged from cancer treatment and prevention to healthcare disparities at the institution.
Warar Shubhneet, a Biochemist graduate at Baylor, was pre-med and very involved in research on campus. Shubhneet was selected to participate in the MD Anderson internship for summer 2020, but it was cancelled due to the pandemic; however, the Honors College still allowed her to participate in the internship this year.
“I got to use a lot of my analytical chemistry research background as well as explore how interventional radiology is used to develop cancer treatments. The experience truly impacted me in so many ways-both professionally and personally.” recent biochemist graduate Warar Shubhneet said.
The 10-week curriculum features hands-on mentored research projects completed in the labs of faculty, postdoctoral fellows, and graduate students. Students were able to attend scientific lectures, seminars, and career development and networking events. In addition to gaining valuable research experience, students went twice weekly to virtual career development seminars allowing them to build relationships with the physicians and graduate students in their lab. At the conclusion of the program, students participated in the Summer Experience final event, featuring a poster presentation and an Elevator Speech Competition.
“I decided to pursue the internship because throughout college I'd learned about cancer biology and mechanisms in classes and wanted to see firsthand what kinds of treatments and cutting-edge technologies were being used to address one of the most complex medical diseases. MD Anderson Cancer Center is consistently at the zenith of cancer hospitals worldwide and I wanted to know what researchers were doing at the forefront of cancer treatment.” Warar said.
Outside of the research, the internship program directors (Dr. Chandra Bartholomusa, Dr. Tess Melancon) hosted weekly online presentations and discussions with MD Anderson researchers over topics such as career conversations, how to effectively communicate scientific research, and a cancer biology boot camp. We also had virtual meetings with our peers from other colleges in the internship to learn about each other's work and progress. Warar worked on an individual project soon after getting acclimated to the research in the lab. Her study heavily used a common interventional radiology substance, ethiodized oil, but not much was known about its properties. Her project aimed to characterize ethiodized oil using the new technique she learned in the lab, MALDI-MSI, both alone and in tissue. She wrote an abstract and created a poster presentation for this project for the internship's end of summer symposium. Since she already had an abstract and poster for this project, Dr. Crouch encouraged her to apply to present at the national American Society for Mass Spectrometry (ASMS) conference later that year and she was accepted.
“During the internship, I felt very supported and heard by the members of the lab. My mentors took time to train me on new instruments and answer all my questions about the how's and why's of the projects we worked on. With my own project, I felt I had ownership and was able to make decisions about next steps and how to troubleshoot issues that arose. My mentors helped me with every step along the way and I'm fortunate to have made lifelong connections during my time in the lab.” Warar said.
Baylor BIC, Battle of the Brains
September 2021
Every year Baylor Interdisciplinary Core Leadership Council puts together its annual BIC Bowl, and this year is no different, with the 11th quiz tournament played on Monday, October 4, 2021, in the Beckham and White room in the Sub. BIC Bowl consist of four teams of students who sign up to be a part of each team to go head-to-head in a battle of who knows trivia questions better. Each team is led by four professors, Dr. Zori, Dr. Whitlark, Dr. Tatum, and Dr. Hoover.
Gabriel Clelland, a freshman who was a part of one of the teams competing was already set with which team he believed was going to win. “I definitely thought that Dr. Whitlarks team was going to win because whenever he talks in world cultures, he gives us students the most informal feedback and he genuinely talks the most compared to the rest of our professors.” Joshua, Freshman, Gabriel Clelland said.
The rules of the game were as followed, the host will ask a question, as soon as she was done each team immediately raised their hands if they knew the answer, the first person to raise their hand had a chance to guess the right answer. If the answer was guessed wrong, then the opposing team had ten seconds to steal said question and take the point. If both teams answer wrong, then neither team is given a point and they moved on to the next question with eager ears and hands.
A BIC Professor, Jesse Hoover who oversaw one of the teams shared his thoughts on the competition itself. “It was hilarious competing in the BIC Bowl, it really was a lot of fun. It was my first time doing something like this, I’ve been asked many times to participate but I have never had the chance before, so this was a very fun experience for me.” George W. Truett Theological Seminary, Jesse Hoover said.
During the quiz tournament, the host asked questions related to six topics, these topics consisted of Baylor, History, Disney, Pop Culture, Music, and Social Media. The first three rounds were done in a bracket style, having the first two teams compete against one another and then the second two teams compete against each other as well. The losers of those two rounds competed for consolation. The winning teams competed head-to-head to go into the final round- where the students tested their smarts up against all the participating professors who originally were in charge of each team.
Brynley Jones, who was a part of one of the teams who competed and did not make it to the last round shared her thoughts on being able to share this experience with her fellow BIC classmates. “I enjoyed being involved with the BIC Bowl as it allowed us all to come together and get to know one another as well as our professors in a fun and social environment instead of in a classroom.” Kathleen, Freshman, Brynley Jones said.
Each of the preliminary rounds lasted 10 minutes, which involved the team who answered the most questions correctly come out as the winner. Questions involving the movies, Luca, Princess, and the Frog, and Tangled, were brought with much excitement and many raised hands. The final round concluded of how many points the students or professors had over one another. It lasted five minutes, the goal here was to get 10 correct answers and win by two.
Tito Durojaye, a player for one of the losing teams who competed shared his favorite part about being able to compete against his classmates and professors in the BIC Bowl. “My favorite part about the BIC Bowl is that we’re able to take a break from all the classroom stuff and do fun stuff that we already remember, it felt good just having a good time with everyone.” Richmond, Freshman, Tito Durojaye said.
The winning team, between the students, ended up being Dr. Whitlark's team, who was winning easily throughout the entire students’ bracket. In the championship round it was a close game with the students and professors. It was clear that the audience did not know who was going to win and who was going to lose. It all came down to the final two questions, everyone was waiting to see who was going to win it. It looked as if the professors were going to take it all the way when the students shocked everyone and got the last two questions correct. The students took the championship, making it the end of the game.
JP Thomas was one of the champions in the final round who helped his team win against their professors. He commented on the feeling of being able to play against their professors and his fellow classmates. “It was a blast being able to go against our professors and beat them. It was fun competing in general and hearing all the random answers that everyone was coming up with throughout the tournament.” Lexington, Freshman, JP Thomas said.
Baylor Interdisciplinary Core
October 2021
Baylor Interdisciplinary Core or BIC is the connection between Social Sciences and Humanities, for student who want a broad context into understanding the contemporary world. The BIC curriculum was created in the 1990’s by Baylor University, since then, with a few adjustments, BIC has experienced 25 years of successfully welcoming new students and sending out world leaders. It offers Baylor students the chance to take more unique and challenging courses instead of taking your typical required classes. BIC offers small seminar-style classes, that allow students to learn more about real world situations through coursework and active learning components.
“What makes BIC unique at Baylor is that it brings in a community of students who go through the classes together. We start with about 200 freshman each fall and they take somewhere between 10-15 classes together during their time at Baylor. I don’t think there is another program at Baylor where from day on one you are in that academic community. It is really just a neat community.” Adam D. Moore, Asst. Director and Alumni Initiatives said.
BIC only offers 200 freshman a year to join their unique way of learning, with this comes integrated coursework and active learning components. BIC students are learning how subjects like English, history, religion, philosophy, and political science intersect and influence the development of worlds cultures. While taking BIC, students can get most of Baylor’s educational requirements without having to take those needed courses.
“I think BIC really gives us the tools to get by in school, we don’t take regular courses, so we learn about the actual context of thigs instead of stuff that does not really matter, and it just makes it easier for me.” Freshman, Amber Dempsey said.
BIC Courses Include:
The Examined Life sequence is a three-section course that provides students with skills and knowledge in making sound life choices for personal wellness through self-reflection, critical thinking, and decision making.
The World Cultures sequence is a five-course humanities sequence that offers students selective explorations of the human story from the emergence of civilizations to the present. This course emphasizes the connectedness of these various dimensions such as texts, work of art, examples of urban design and architecture etc. and they develop reading, writing, oral communication, interpretive, and thinking skills.
The World of Rhetoric is a two-semester course sequence that helps students develop skills in textual and contextual analysis as well as informing well-developed ideas that may be communicated to a specific audience, clearly and cogently.
Social World is a two-semester course sequence emphasizing the foundations and development of the social sciences (political science, psychology, anthropology, economics, sociology), the tools of these disciplines (quantitative and qualitative), and the use of the social sciences in analyzing current social issues.
Natural World sequence is two semesters where students explore historical influences on the development of science and the interrelationships between science and culture. This multidisciplinary course is designed and team-taught by faculty from the different natural science disciplines. Content is structured around matter, energy, and change.
“I want BIC students to understand the complexity of the world from it’s ancient past to it’s present time. I want them to be able to think about the global and social contexts with interdisciplinary tools and ways of thinking that helps them to connect our variegated areas of knowledge and inquiry,” BIC Professor Jason Whitlark said. “I would hope that the knowledge, skills, and engagement with different global cultures across history would enable BIC students to participate in their own social context with wisdom, sophistication, and the ability to love their neighbor well.”
Due to BIC being a unique way of learning, classes are split up in small and large group settings, allowing students to have a maximized learning experience. The course structure is nothing like Baylor courses, which makes it a key benefit for allowing students to experience various approaches to the course materials.
BIC course structure is as follows:
Large Group: Students benefit from the diversity of professors’ approaches and academic backgrounds. Large groups will combine the separate small group classes, and the professors will lecture from multiple academic perspectives on any given subject.
Small Group: professors will facilitate discussion about the course material in classes that are made up of less than 20 students, allowing students to engage in active expressed conversations. Since the group is smaller it allows the students to create more meaningful relationships with those involved in class with them.
Cohort Model: BIC is built on a cohort model that allows students to be welcomed into Baylor by an immediate academic community. The freshman brought in will have the opportunity to grow with their fellow students throughout their curriculum for the first two years.
Various Disciplines: Each course is taught by a certain amount of faculty members. With each group having more than one professor, it allows the students to learn in smaller groups and then join as a large group and hear from all professors.
Character Development: Character formation and development is another major aspect of the BIC. This allows the students to come in and challenge themselves in thinking about who they are and who they want to be when they leave Baylor.
“I think it is very refreshing and helpful because you don’t know what to expect when coming into college but when coming into BIC, it already allows you to have a set group of people ready to help you and be along side you while you take this journey.” Dempsey said.
Even though it may sound like a bunch of school, BIC also offers Leadership programs that help prepare students for when they get older. They also have excursions, four are taken each year to religious and cultural sites in Temple, Fort Worth, and Dallas that allow the students to learn from people at these locations. This is one of the only academic programs that has built in field trips to help students be active learners. Studying Abroad is also a part of the BIC curriculum, supporting students to go on any one of Baylor’s studies abroad trips but they also have their own classes through Baylor in Greece, Baylor in Italy, and Baylor at Saint Andrews in Scotland.
“The BIC provides a coherent curriculum for students to explore the interdisciplinary nature of the core education here at Baylor and to understand their lives and vocations wherever in the world they may find themselves. BIC is beloved by its students because students participate in this educational program as a cohort and build common cocurricular experiences together, especially over the first two years in the program. Juniors and Seniors will come back into the first-year courses to mentor the new participants in this community. Even BIC alumni are eager to mentor BIC students currently in the program because of this shared educational experience.” Whitlark said.
Baylor Honors College
Baylor’s Honors College combines four programs that are committed to helping undergraduate students pursue questions that often fall between the cracks. Those who love to learn explore the writings of scientists along with the writings of poets, historians, and philosophers. They can take advantage of on-campus housing opportunities by living at the Honors Residential College giving them the chance to join a community that fosters intellectual, moral, and spiritual growth through friendship, integrated study, community service and spiritual engagement
Senior Lecturer Stacey Hibbs, who is a retiree explains why she saw the Honors Program stands out compared to Baylor’s normal schooling. “I love the Honors College! The staff, faculty and students work together to enhance our community. It stands out because it is focused on the whole person--physical, mental, emotional, spiritual, and intellectual well-being. It allows for a much more integrated and personal student experience.” World Cultures IV Senior Lecturer, Stacey Hibbs said.
Students who join the Honors College begin with an Honors Program Seminar of their own choosing where they are given the chance to engage in high-level reading and discussion with one of Baylor’s professors. In the spring of student’s freshman year, they begin two-semesters sequence of Great Texts courses. In these courses students will read some of the works of the western intellectual tradition like, Plato, Aristotle, Homer, and Dante. Primary texts give students the opportunity to consider the messy questions that modern disciplines set aside by examining foundational works of literature, theology, social sciences, and physical sciences.
Honors College students finish their final required course by their sophomore or junior year called Colloquium. Colloquium is a two-credit course that is designed to allow sophomores and juniors to attend five small-group colloquia during the semester for discussions of texts selected by Baylor professors. Having the Colloquium gives the students the opportunity to have a variety of classical and contemporary issues and to the perspectives of scholarly disciplines other than what they are studying for their major.
Hibbs, comments on the positives of Colloquiums and what they provide for the students at Honors College. “The Honors Colloquium is unique in that it allows students to be exposed to a wide variety of instructors from across the university in a single semester. Each instructor can choose a text that they would like students to read, as either extensions of, or apart from, traditional coursework. The students choose the meetings they would like to attend so there is a great deal of interest in these sessions.” Lecturer Hibbs said.
All these classes end up building Honor students to start thinking about their Senior Thesis, this project is apart of there third and fourth year in the program. It allows the students to chose and work with a mentor that helps them decide a research topic. Students take classes that have helped guide them into formulating their project up until it is time to start. Senior Thesis, give students the chance to use real life studies or finding that they themselves are creative enough to come up with their own artwork to make this project come to life.
Baylor Honors College encourages students involved to learn and pursue their research in a friendly Christian Environment. It allows the student to receive a liberal arts education and it also allows the professors involved to share their wide load of information. Members who are a part of this program challenge one another and are inspired by St. Anselm who said, “Credo un intelligam” or “I do not seek to understand in order that I may believe, but rather, I believe in order that I may understand.”
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