11 courses with the subject YES, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
YES 101Introduction to the Honors Community1
Fall This course contributes to the academic and co‐curricular achievement of members of the Honors Community (previously known as the York Engaged Scholars). It serves as an introduction to the Honors Community, and it will prepare students for future YES Seminar classes by establishing an understanding of the principles of human‐centered design (Design Thinking) and introducing the resources and opportunities available to students in this community. Through this class, students will establish interpersonal relationships that are the basis of the Honors Community. 1 credit hour
Spring This course contributes to the academic and co‐curricular achievement of students in YCP’s Honors Community of programs. The first in a structured sequence of seminars, this course guides students through processes for making the most of their role in the Honors Community as a participant in one of its constituent programs. Through guided practice, students will have the opportunity to learn key teamwork, communication, reflection, and planning skills that will supplement their curricular/co‐curricular learning and support Gen Next goals. They will also further develop their skills in human‐centered design (Design Thinking) and learn how to network with community partners. 1 credit hour
Fall This course contributes to the academic achievement of students in the YCP Honors Community of programs. The second in a structured sequence of seminars, this course guides students through processes for planning their Honors Community capstone project. Through guided practice, students will have the opportunity to enhance primary and secondary research skills, including developing a research question/set of goals, collecting and organizing information, analyzing and reflecting on findings, using their other coursework, and re‐iterating project goals. This work will supplement both their curricular and co‐curricular learning. They will draw upon their skills in human‐centered design (Design Thinking) and teamwork to creatively design their project with their larger goals in mind. 1 credit hour
Spring This course contributes to the academic achievement of students in YCP’s Honor Community of programs. This course guides students through processes for planning their Honors Community capstone project. Through guided practice, students will have the opportunity apply communication, organizational, and communication skills to the development of a presentation to be delivered to program leaders from all constituent groups. This work will draw upon their curricular and co‐curricular experiences, and help them activate that learning through envision projects. They will continue to draw upon their skills in human‐centered design (Design Thinking) and teamwork to creatively design their proposal and project. 1 credit hour
Fall/Spring These courses offer students in the York Engaged Scholars programs opportunities to engage in project-based learning connected to the York area or campus community. Based upon the principles of Design Thinking, students will work with community partners to understand problems and address issues in a creative and innovative way. Topics will vary. 3 credit hours
Fall/Spring These courses offer students in the York Engaged Scholars programs opportunities to engage in project-based learning connected to the York area or campus community. Based upon the principles of Design Thinking, students will work with community partners to understand problems and address issues in a creative and innovative way. Topics will vary. 3 credit hours
Fall This course contributes to the academic achievement of students in YCP’s Honors Community of programs. This course guides students through processes for collecting and synthesizing information from course work, across disciplines, and from participation in Honors Community projects to further develop their capstone project. Through guided practice, students will produce a research journal from project field notes and secondary research (as appropriate to their individual program) and use those notes to further shape their capstone project. They will continue to draw upon their skills in human‐centered design (Design Thinking) and team work to advance their work. 1 credit hour
Spring In this course, students In the Honors Community programs will begin the process of assembling their research and experiential learning material into a form to be delivered in the capstone project. Students will analyze those materials, use process writing to discuss the implications of their findings, and outline/prototype their final project. They will also respond to critique of their work in progress, identify the need for further experience and research (considering the resources of the Honors Community), and develop advanced multimodal communication skills needed for their capstone project. 1 credit hour
Fall/Spring These courses offer students in the York Engaged Scholars programs opportunities to engage in project-based learning connected to the York area of campus community. Working in collaboration with other students, students will be expected to apply Design Thinking methodology to implement an approach to addressing an issue or problem in an innovative manner. Topics will vary. 3 credit hours
Fall/Spring These courses offer students in the York Engaged Scholars programs opportunities to engage in project-based learning connected to the York area of campus community. Working in collaboration with other students, students will be expected to apply Design Thinking methodology to implement an approach to addressing an issue or problem in an innovative manner. Topics will vary. 3 credit hours
Fall This capstone course in the Honors Community sequence that guides students toward the development of their Scholars project. The form of the project will be dependent upon students’ personal and professional goals as well as the specific Honors Community program of which they are part. Possible forms of presentation include a substantial researched academic essay, a service or leadership portfolio, a business or organizational plan, a community project, or a portfolio of creative work (art, technology, film, etc.) In all cases, students will be expected to make a public presentation of their final capstone to faculty and community stakeholders. 1 credit hour
