The development of intellectually challenging and personally supportive faculty-student relationships outside of formal learning contexts is crucial to excellence in honors-level education, and can be fostered through a faculty advising and mentor program. (MSE)

An examination of the different ways in which the honors concept has been adapted from its elitist British university origins and of the assumptions underlying those adaptations reveals both the virtues and the problems inherent in the Americanization of honors. (Author/MSE)