barrett honors college essays

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Your chance of acceptance, your chancing factors, extracurriculars, asu barrett essay prompts – what to expect.

Hello! I'm looking to apply to Arizona State University's Barrett Honors College, and I'm wondering about the essay prompts for their application. Can anyone share their experience or any tips for preparing for the Barrett essay prompts? Thanks!

Hey there! Congratulations on deciding to apply to ASU's Barrett Honors College! While the essay prompts can change from year to year, you can generally expect them to focus on topics that showcase your intellectual curiosity, critical thinking, and engagement with a specific issue or broader concept.

The prompts are designed to give applicants an opportunity to express their unique perspective and demonstrate how they would benefit from the Honors College experience. So, when preparing to write your Barrett essays, focus on genuine personal experiences, moments that have shaped your worldview, or issues you are particularly passionate about, to demonstrate why your perspective would be a valuable one for ASU to have in their honors college.

Use a narrative style to make your essay engaging, but avoid being too casual or using cliches. The admissions committee will be looking for a well-written essay that highlights what makes you an exceptional candidate for the Honors College, so take the time to revise and polish your work.

Finally, be sure to directly connect your experiences and ideas directly to the values and opportunities offered at Barrett. You want to show not only why you're a great match for Barrett, but also why Barrett is the right place for you to continue the academic and personal journey you've been on so far.

You can find an example of a strong Barrett essay on CollegeVine's blog, which should give you a more concrete sense of what admissions officers are looking for: https://blog.collegevine.com/arizona-state-essay-examples. Also remember that CollegeVine offers both free peer essay reviews and paid reviews by expert college admissions advisors, if you want to get a second set of eyes on your writing.

Good luck with your application, and I hope you find this information helpful in preparing for the Barrett essay prompts!

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How to Write the Arizona State University Essays 2021-2022

Arizona State University (ASU) is a large research university found across Arizona, with its flagship campus at Tempe enrolling around 43,000 undergraduates. ASU offers its students over 500 clubs, 250 study abroad options, and 300 undergraduate academic programs to choose from. 

ASU does not require any essays for its general application, but it does require a supplemental essay to be considered for its Barrett Honors College. Your essay is a crucial way to demonstrate character and insight in your application, so make sure to give it your best shot! Want to know your chances at Arizona State University? Calculate your chances for free right now.

Want to learn what Arizona State University will actually cost you based on your income? And how long your application to the school should take? Here’s what every student considering Arizona State University needs to know.

Arizona State University Supplemental Essay Prompts

Barrett honors college applicants.

Students must reply to ONE of the following prompts. Your response may be critical or creative. (300-500)

Prompt 1: All human knowledge is erased. Only one object or one sentence can be shared with the next generation. What one thing should be passed on -or- what single statement would contain the most valuable information in the fewest words? Defend your selection. If you choose to address this prompt with an object, do not select a thumb drive, computer, etc. for its memory storage capacity. (300-500 words)

Prompt 2: Discuss how a piece of art (painting, literature, photograph, etc.) or popular culture (song, comic book, etc.) helped you realize something new about yourself or the world. What was that realization, and how did the piece of art or pop culture bring about this change in your thinking? Do not simply describe the piece of art or pop culture; instead, focus on its effect on you. (300-500 words)

Barrett Honors College prides itself on being one of the top honors programs in the nation, having a large endowment pool specifically for its scholars and enrolling more National Merit Scholars than some of the best private schools in America. Thus, the honors college recommends thinking through the essay prompts deeply, offering specific examples in your claims, showing intellectual curiosity, and revealing strong reasons as to why you want to be a part of the Barrett community. With that said, let’s go on to the essay prompts!

Honors College, Prompt 1

All human knowledge is erased. only one object or one sentence can be shared with the next generation. what one thing should be passed on -or- what single statement would contain the most valuable information in the fewest words defend your selection. if you choose to address this prompt with an object, do not select a thumb drive, computer, etc. for its memory storage capacity. (300-500 words).

This prompt asks you to hold up the weight of human history into your hands. However, it is just as much a prompt seeking to know more about you, your passions, and your intellectual curiosity. As a result, don’t worry about providing the “right” answer. Since there really is no one right answer, instead focus on developing a convicting, well defended answer that you can stand behind. You want to deviate from any cliches, and write authentically with your own voice and rationale. 

First, you want to spend ample time brainstorming. Make up a list of possible objects and sentences that you think are suitable. If you’re thinking about objects, maybe you would want to leave behind seeds, which reveal the possibility of life and regeneration; or the Rosetta Stone, which proves the human capacity for language and communication; or a spaceship, which demonstrates technological advancement. 

Some other choices could be a food item, a piece of clothing, a technological device, or a photo. You want to settle on a viable choice that can be vigorously defended for 500 words—which means that it should have personal significance in your own life. 

If it’s a sentence you’re thinking about, maybe you want to choose a quote, like Mother Theresa’s “spread love everywhere you go,” or Martin Luther King Jr.’s “the arc of the moral universe is long, but bends toward justice,” or Thomas Edison’s “I failed my way to success.” Or it could be something your mom or teacher told you, or just a simple saying that you personally live by. There are countless ways in which you can explore answering this prompt. 

Just try to avoid super overdone quotes, like “Be the change you wish to see in the world.” While defending your quote or object is more important than the quote or object itself, you still want your choice to be original, and to be connected to a personal story.

If you choose to leave behind the Martin Luther King quote, you want to defend the progress of human civilization, and how despite an immense number of setbacks, we have strived to create a better world for humankind. 

If you choose to leave behind the Rosetta Stone, maybe you could argue that language is the greatest achievement of civilizations, and how we’ve been able to communicate with others not only in our own tongues, but through translation and learning different languages. 

You should also try to bring in a personal reason as to why you’ve chosen your sentence or object. 

Again, referring back to the Martin Luther King quote, you could talk about your own efforts in the social justice sector, whether through volunteering or leading a club. 

Regarding the Rosetta Stone, you could talk about your own bilingualism, and how you’ve had to struggle to learn English, but found it rewarding once you did. 

Lastly, you should consider bringing ASU into the essay. Talk about how you want to keep pursuing the idea you brought forth in the essay, while an undergraduate in the honors college, by participating in rigorous honors seminars and discussing your beliefs and ideas freely in honors residential communities. 

Discuss how a piece of art (painting, literature, photograph, etc.) or popular culture (song, comic book, etc.) helped you realize something new about yourself or the world. What was that realization, and how did the piece of art or pop culture bring about this change in your thinking? Do not simply describe the piece of art or pop culture; instead, focus on its effect on you. (300-500 words)

Similar to the last prompt, this prompt isn’t asking you to provide a “right” answer, rather its asking you to talk about yourself: 

• What was your reaction to the piece?
• What reflections were you able to make through the piece?
• How did you grow from experiencing the piece? 

First, you want to think about the works of art and culture that you’ve spent a lot of time with while growing up, or a piece that’s marked a sudden shift in your life. 

Although you do want to concern yourself with providing a suitable work of art to examine (perhaps nothing too extreme, cliche, unseemly, or disdainful to an admissions committee), it’s more important that you choose something meaningful to you. 

Don’t worry too much about being “tasteful” or “high culture.” If it’s a painting, maybe you picked Salvador Dali’s The Persistence of Memory . Or, perhaps you chose Brave New World as your book, Raising the Flag on Iwo Jima as your photograph, Calvin and Hobbes as your comic book , Kendrick Lamar’s “Alright” as your song, or Coraline as your movie. 

The choice is truly up to you, pick whatever work of art or culture speaks to you! Just be sure you are able to use the piece you choose to provide insight into your identity. 

Now that you’ve chosen your topic, you want to spend some time brainstorming how the work has changed you and provided a new perspective. 

Maybe Kendrick Lamar’s “Alright” introduced you to race relations in America and spoke to you about the different forms of racism Black people face everyday. 

If you chose Brave New World , maybe you could talk about how you fear American society is becoming like the caste-based, drug-laden society present in the book. 

Maybe Calvin and Hobbes taught you how important having an active imagination is, even after childhood is long gone. 

You can certainly explore both individual and global perspectives in your reflections, however, a strong response must flow smoothly between both ideas. 

Lastly, you want to discuss how the piece you chose has caused you to change as a person. How has this work of art or culture influenced your future desires? 

Maybe The Persistence of Memory is the painting that led you to become a painter yourself. 

Or, perhaps Raising the Flag on Iwo Jima influenced you to choose a path in national defense. 

Or, possibly, it’s less career oriented, and more interior for you. Maybe you want to further expand your artistic imagination, develop your racial consciousness, or fight for better moral values in the future. 

Whatever it is, focus on how the piece changed you (at least 75% of the essay), and spend no more than 25% on describing the piece.

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Demystifying Barrett: The past, present and future of The Honors College

An exploration into the history of the honors college and what it brings to the student experience.

To many Sun Devils and future students, Barrett, The Honors College may seem like just an advertisement in a pamphlet — a mysterious ASU gimmick only really understood by the select students enrolled in it. 

On its website , Barrett touts itself as a “community of scholars at all four of ASU’s metropolitan Phoenix area campuses” that is “designed to complement your overall ASU experience by providing additional opportunities within your major or the university at large.” 

But what The Honors College actually is may still be unclear to those outside Barrett. 

According to its website, Barrett offers its students access to over 600 “honors academic experiences” each semester — including the yearlong set of foundational courses called The Human Event — special topics courses on subjects in which Barrett faculty specialize and exclusive study abroad opportunities.

While some students have embraced Barrett’s curricula, not all students have had the same experiences. For the students in Barrett who enjoy the variety of courses and experiences offered by The Honors College, there are also students who dislike the price they must pay for these exclusive offerings — from a more demanding workload to higher expectations and weightier responsibilities. 

Barrett’s history

According to faculty who have worked at Barrett for decades, The Honors College hailed from relatively humble beginnings — given that it’s now an academic behemoth encompassing thousands of students and dozens of faculty. 

“When I first came here in 1992, I became the third...of a three-person faculty,” said Michael Stanford, an Honors Faculty Fellow and professor at Barrett. “The student body couldn’t have been more than six or seven hundred.” 

“We were tiny,” said Jacquie Lynch, another Honors Faculty Fellow and Barrett professor. “When I started in 2001, we had under 2,000 students, as opposed to our almost 8,000 now. (Among) the faculty, when I joined it, there (were) maybe seven of us.”

Established in 1988, Barrett has now grown to house over 7,200 students and a community of more than 20,000 alumni. It employs 135 faculty and staff members, with nearly 60% of them working full time.

Although the college came from simple beginnings, it was then that much of the foundation of the core Barrett experience was developed.

“In some ways, it’s very much like it is now,” Stanford said. “We had a course called The Human Event, which was required of all freshmen, and it was basically a Great Ideas course modeled on the kind of similar courses at some of the best private universities — Chicago, Stanford, Columbia.”

But Barrett still needed to grow to better fulfill its own and the University’s missions, according to Lynch.

“(Growth) went hand in hand with ASU’s charter for inclusivity , and so we wanted to make (Barrett) available to a lot more students,” she said.

Despite Barrett requiring its students to take The Human Event sequence, some faculty members still felt its curriculum lacked educational depth for an honors college. But change would come — in the form of a mandate from ASU President Michael Crow.

Barrett grows

“When Michael Crow gave us a mandate to grow The Honors College to 10% of the undergraduate class, we hired a lot more people and got a lot more resources that way,” Lynch said. “It was an explosion of growth.”

The order — which sought to have 1,600 incoming first-year students enrolled in Barrett on the Tempe campus by fall 2015, according to Nicole Greason, director of marketing and public relations for Barrett — led to a variety of impactful changes.

One involved the creation of a faculty mentoring program, which is in place to this day. In the program, Honors College faculty participate in a two-year training period, during which they visit other Barrett professors’ classes and give each other feedback, according to Lynch. 

“It’s why I can be teaching some of the same classes 22 years later with the same enthusiasm,” she said. “(Class curricula are) always changing, and we’re always learning from each other.”

In addition, Barrett grew and diversified its student base. Initially, the college was mostly filled with English and philosophy students, according to Lynch.

“Now the pendulum has swung to the point where we have very high percentages of STEM and business students who wouldn’t necessarily otherwise get the kind of interdisciplinary studies that the honors curriculum offers,” she said. 

Course curricula also became more diverse once many Barrett professors introduced non-Western texts to their classes in an effort to teach students about key ideas from civilizations worldwide, as opposed to just Western civilizations.

“It’s more stimulating to me because I get to read more widely in a lot of different cultures, rather than restrict myself and my students to reading (Western books),” Stanford said. “I would say that we’ve advanced, we moved on, we’ve progressed.”

Recently, Barrett has focused its expansion efforts on online education. In fall 2021, Barrett launched its online program, which welcomed its first student cohort.

Benjamin Fong, a Barrett professor teaching online sections, said the program has since “gone swimmingly.” The level of student engagement he observed in his online classes surprised him, given the time zone differences that divided his students. Currently, he teaches a class from 6–8:45 p.m. MST, and some students in the class live on the East Coast.

“One would expect the kind of situation that by the end of the seminar, students are kind of checked out a little bit...It’s extremely late on the East Coast,” Fong said. “But I just haven’t experienced that at all — my students stay engaged throughout the seminar until the very end, and oftentimes, they want to go over.”

View this post on Instagram A post shared by Barrett, The Honors College (@barretthonors)

Honorable devils

Barrett’s unique curriculum has elicited mixed reactions from students enrolled in the college — from wholehearted enthusiasm to lukewarm ambivalence to outright opposition.

Some students, like Hannah Lennon, a sophomore majoring in global studies, have thrived as a result of the courses, experiences and academic environments offered by Barrett. 

“It’s been incredible — to be surrounded by such a motivated and inspiring group of students has really impacted my college career,” she said. “Every day I go to class, and I see my fellow peers in Barrett, and they just inspire me in so many ways because they’re so dedicated to their studies and really wanting to make a difference in this world.”

For Lennon, Barrett’s approach to learning helped her develop important academic and professional skills. The Human Event, which was one of her favorite classes she’s taken, was invaluable to her educational experience at the University.

“We read literature that involves science and philosophy and history and culture and religion,” Lennon said. “And you’re presenting that information to a group of students coming from various majors — you synthesize that information, you come to conclusions, you make arguments. I ultimately feel like that embodies what...Barrett inspires out of their students.”

With aspirations to one day work in health care, she found Barrett’s interdisciplinary studies have primed her to be a more understanding and flexible provider. 

“I recognize the importance of the learning process and considering other perspectives — challenging what I know to be true — in order to make myself a better health care provider,” Lennon said.

For other students, like Sarah Brown, a junior majoring in film, being a part of Barrett has harmed their educational experiences more than it’s enriched them.

Brown said she dropped out of Barrett at the end of her freshman year due to stress from classes and anxiety about the required honors thesis . According to Brown, she struggled as a freshman to keep up with the additional workload Barrett brings to students’ plates.

“We had to do three rough drafts and three argumentative essays...that were between five to seven pages each,” Brown said. “I felt like that was just a lot to introduce everyone in The Honors College to. 

“I probably would have stayed if that was something I could do more later on in my college experience, rather than just the beginning of my freshman year.”

In addition, she felt daunted by the expectations she felt were set for her as a Barrett student and the way faculty responded to a situation in which she was reprimanded. Brown and her friends had gotten in trouble in Gordon Commons during her freshman year, and when meeting with Barrett faculty about the incident, she said she felt “intimidated.”

“(T)hey said something along the lines of how being in (B)arrett meant we had to uphold more reputation and we had more to lose in a sense,” Brown wrote in a message.

Despite these negative experiences, she said she does regret leaving Barrett. 

“I know it would be better for my resume to say that I was in The Honors College for more than a year,” Brown said. “It’d be better for me careerwise and academically.”

Furthermore, Brown recommended that new students stressed with the heavier workload Barrett brings should work to push through it as best they can, rather than leave the college entirely.

“Once you get past the hard parts in the beginning, it should go more smoothly from there,” she said. “I wish I had stuck through it and just tried to get all my work done then because now, I do have regrets about it.”

Other students, like Jace Clark, a senior majoring in computer information systems and supply chain management, harbor mixed feelings about their time in Barrett. While Clark has had doubts about Barrett, ultimately, he said he is thankful he decided to remain in the program.

“There was a time for a while where I was like, ‘The thesis is gonna be too much for me. I might drop it,’” Clark said. “But I figured it was probably worthwhile to just stick it out regardless, and the thesis wasn’t nearly as bad as I thought.”

Through all his doubts, what he said kept him in Barrett was his experiences with the honors faculty.

“I think (the) Barrett faculty are all really nice — they’ve helped me when I’ve had issues,” he said.

Through the years, Barrett has undergone dramatic change, and it’s certain to evolve even more in the future. But through it all, what Barrett itself means has also shifted from student to student — the Barrett experience is fluid, amorphous and in constant flux, defined by the students themselves.

Edited by Camila Pedrosa, Savannah Dagupion and Madeline Nguyen

This story is part of The Element Issue, which was released on Nov. 1, 2023. See the entire publication here .

Reach the reporter at [email protected] and follow @swmcgeemedia on X.

Like State Press Magazine on Facebook, follow @statepressmag on X and Instagram and read our releases on Issuu .

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Barrett Honors College Essay (What do You Think?)

• Thread starter Reyalsfeihc
• Start date Feb 13, 2012
• General Forums

Reyalsfeihc

Hi, I'm applying to the Barrett Honors College at ASU in Tempe, AZ and had to write an essay for my application and was wondering what some of you here at the Escapist thought. Any feedback would be great! And I'll be sure to include the writing prompt. Thanks in Advance! 1.Discuss how a particular work of music, literature, or art has inspired your educational path. 1) Ten years ago, no one could have believed that a video game would change the outcome of my life as drastically as Starcraft did. A title released in 1998 by Blizzard Entertainment, Starcraft encompassed how far video games had come since the days of Pong and the Atari 2600, featuring three distinct races, economic management systems, and real-time strategy across diverse battlefields of snow, dirt, and fire. Who knew that my neighbor from the other end of Hesperedies Ave. would introduce me to a game that would leave such a meaningful impact on my childhood. Starcraft is what first perked my interest in personal computers, how they ran, and the gamut of software that these little tan boxes could power. I can still remember the day I walked in the doors of Best Buy, and with twenty dollars in hand grabbed that Battlechest off the shelf; the glossed cardboard depicting massive battles and mysterious characters. Naturally, as I spent more time on the computer playing the game, I became more familiar with how they worked. My father, a biomedical engineer, began to take me to the homes of friends and family to help him troubleshoot system errors, teaching me the basics of computer hardware and operating systems along the way. By the time I was nine I was able to do basic hardware and system repairs on my own, making me a useful second opinion to my father when it came to repairs. As time transpired my interest in video games grew, with Starcraft still being a longtime favorite, but as the video game industry grew, so did other interests. My parents, both past musicians, stuck me in Band where I not only thrived, but fell in love with music. From elementary school to my freshman year of high school my interest in computers slowly dwindled, and my desire to pursue music education as a career grew. I had determined by the end of my first year in high school that I would become a band director, just as my director Mrs. Campbell had, to share my love of music with a future generation of students. However, the video game industry had something else in mind, as Blizzard had announced something so spectacular that if the name of what was to come barely parted one's lips, my heart would skip a beat; Starcraft II. At the time of the game's announcement, I already was in possession of my own personal computer, as consoles were a thing of the past in my mind. I decided it was time for an upgrade, and that the construction of an elite gaming rig was in demand. After saving money for a year, my father and I traveled to Frys Electronics, where I would rekindle my love for computers. After carefully selecting compatible hardware, assembling my machine, and slapping on Windows, I realized that I had given birth to something truly special; from that day forward I decided to major in Computer Science.  

I think the essay itself is well written and personal, but at the same time I have a concern with the subject of your essay. These committees that review entrance applications and essays tend to be composed of middle-aged administrators and professors, and a lot of people their age view video games dismissively or even derisively. I may be wrong, but I don't think they will relate to your story.  

Brawndo said: I think the essay itself is well written and personal, but at the same time I have a concern with the subject of your essay. These committees that review entrance applications and essays tend to be composed of middle-aged administrators and professors, and a lot of people their age view video games dismissively or even derisively. I may be wrong, but I don't think they will relate to your story. Click to expand...

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More than 50 scholarships offered for Barrett Honors College students

Applications open november 1.

The Barrett Honors College scholarship portal has applications for more than 50 scholarships for honors students. Photo illustration by Nicole Greason.

Are you a Barrett Honors College student looking for scholarships to help fund your honors academic journey, research projects, or travel experiences?

Barrett Honors College offers more than 50 merit- and need-based scholarships for honors students.

Applications for scholarships covering the 2025-26 academic year open on November 1, 2024 and close on February 1, 2025.

A list of available scholarships that support a wide array of study, research and honors thesis work is on the  Barrett scholarship portal .

Applying takes work, but the many benefits you’ll get from receiving a scholarship make it worth the effort.

In addition to the financial benefits that allow you to focus on your education, earning a scholarship shows you’re hardworking and serious about your education and future.

Scholarships can help you connect with faculty and researchers in your field of interest, and with donors committed to supporting your endeavors.

You can gain practical experience through scholarship-supported work to add to resume, helping you stand out in an internship or job search.

Keep in mind that need based aid requires a current  Free Application for Federal Student Aid  form be on file. The FAFSA application opens on October 1.

International students who are unable to file a FAFSA should complete a budget form provided during the application process.

Tips for preparing a successful scholarship application:

• Carefully read and follow directions on the application.
• Write an initial outline of answers to application questions to help focus and present your ideas more clearly.
• If you are writing a personal statement, use guiding questions. For example, What relevant experience do you have, such as internships, student organizations, or project work? What are your academic and career goals? How will the scholarship help you achieve them?
• Give strong examples of your best qualities and skills, such as leadership, and how you put them into action.
• Do not skip questions or give vague answers.
• Be truthful and accurate.
• Ask for help from someone who knows you well.
• Get started on your application early.
• Proofread your application.
• Do not miss the deadline to submit your application. 

News | National Merit 2025: LA County scholarship…

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News | National Merit 2025: LA County scholarship semifinalists announced

High school juniors, 11th graders, across the united states entered the competition.

A student’s graduation cap says it all on May 20, 2024. (Photo by Andy Holzman, Contributing Photographer)

The National Merit Scholarship Corporation announced on Wednesday, Sept. 11, its 2025 list of semifinalist high school students who will now compete for a share of about 6,870 scholarships worth almost $26 million. Winners will be announced nationally between April and July next year. This is the 70th annual competition.

High school juniors, 11th graders, in the United States entered the academic competition by taking the 2023 Preliminary SAT/National Merit Scholarship Qualifying Test. More than 1.3 million juniors, in about 21,000 high schools, entered the competition by taking the qualifying test.

The highest-scoring students in each state represent the pool of semifinalists who, according to the National Merit Scholarship Corporation, represent less than 1% of United States high school seniors.

The next step for a semifinalist to become a finalist is to complete the required application that includes their SAT or ACT scores, an essay and a letter of recommendation by a high school official.

Finalists are then chosen on the basis of academic record, their participation in community and school activities, how they have demonstrated leadership ability, employment, awards and honors received.

From the group of about 16,000 semifinalists, an expected 95% advance to the finalist category.

Students will be notified in February 2025 if they are finalists, and about half of those win a scholarship from three categories.

National Merit $2500 Scholarships: Every finalist competes for one of 2,500 scholarships that are awarded on a state-representational basis

Corporate-sponsored scholarships: About 770 corporate-sponsored awards will be given out by about 130 corporations and business organizations for finalists who meet their specified criteria (such as children of the grantor’s employees or residents of communities where sponsor plants or offices are located)

College-sponsored scholarships: About 150 colleges and universities finance about 3,600 awards for finalists who will attend the sponsor’s institution

The National Merit Scholarship winners, chosen on the basis of accomplishments, skills and potential for college success, are selected from the February finalists group. Winners are notified, on a rolling basis, in 2025 from April to July.

The 2025 scholarship winners join the nearly 382,000 past winners who have earned the title of Merit Scholar.

Here is the list of semifinalists in the 2025 National Merit Scholarship Program in Los Angeles County by school location and the school name

• Ryan S. Ames

Agoura Hills

Agoura Hills HS

• Christian Fonkalsrud
• Matthew Gelb

Alhambra HS

• Kaung H. San
• Kaung M. San

Mark Keppel HS

• Avani A. Athavale
• Lewis Cheng
• Hei Yin Choy
• Syed S. Hussain
• Dhruti G. Kulkarni
• Annette L. Lin
• Atharv A.Prabhutendolkar
• Anas S. G. Yousuf Mohammed
• Catherine Z. Wang
• Herrick X. Wang
• Evan S. Yen

St. John Bosco HS

• Josue Sanchez

Beverly Hills

Beverly Hills HS

• Benjamin Bakshian
• Tali Goldkorn
• Andrew Smiler
• Sarah Zhang
• Phoenix E. Cabrera
• Avedis Missakian

International School Los Angeles

• Madeleine Cheung

Viewpoint School

• Julian Dans
• Samuel L. Green

Canyon Country

• Christopher J. Barrett

California Academy of Mathematics and Science

• Isaiah Choung
• Yuchan Chung
• Titiksha Lunker
• Phong Trinh

Cerritos HS

• Jayden A. Lin

Gretchen Whitney HS

• Aanya Anand
• Benjamin Chao
• Stanley Kim
• Dineth Senanayake
• Gavin-Kai Vida
• Christopher Vu

Sierra Canyon School

Claremont HS

• Leo L. Cheng
• Ian L. Moore
• Sofia M. Ou
• Simon P. Rockwell

Vivian Webb School

• Danting Hou

Webb School of California

• Zhenghao Hu

Diamond Bar

Diamond Bar HS

• Nattanicha Chaisakulchai
• Jayden Chen
• Amanda Chung
• Janna Audrey Doratan
• Matthew Liu
• Daniel Prasetyo
• Dominic Anaya-Gulaya

El Segundo HS

Vistamar School

• Logan Pagani

Glendora HS

• Carter Prince

Granada Hills

Granada Hills Charter HS

• Victor Boodram
• Stephanie Dinh
• Kaytlin Hendrix
• Thomas Mayberry
• Benjamin Sun

Hollywood HS

• Hudson N. Kim

La Cañada Flintridge

Flintridge Preparatory School

• Clara Bassuk
• Michelle Geller
• Steinunn Liorsdottir
• Gregory Sue
• Chase Waldheim
• Sophia Zhong

La Cañada HS

• Colin Hwang
• Gabriel Kronson
• Zoe Petropoulos
• Samuel Street
• Kaylee Thornburgh

St. Francis HS

• Christopher J. Stephens

La Crescenta

Clark Magnet HS

• Xander Zufelt

Crescenta Valley HS

• Easan Hamkins
• Garrison Ma
• Alex MacMillan
• Jamie Mansukhani

Long Beach Polytechnic HS

• Tejus Deo-Dixit
• Sarah Madden
• Allegra R. Steege
• Jade Steege

Los Angeles

The Archer School for Girls

• Julianna Hatton

Brentwood School

• Tara Malhotra

Geffen Academy at UCLA

• Matthew Wen
• Jonah J. Wood

Larchmont Charter School

• Milo B. Gilhool
• Turner J. Algra
• Connor Beerbower
• Lucas M. Brumbach
• Samuel T. Lee
• John C. Mastandrea
• Chase H. Nam

Marlborough School

• Siena Grouf
• Emma Melville
• Margalit Salkin
• Eloise Shin
• Beatrice Williams

Milken Community School

• Lucas C. Besterman
• Samantha L. Simms

Windward School

• Aman Granados-Puvvula
• Quaid Shubin

Manhattan Beach

Mira Costa HS

• Eleanora Digilio
• Colin Freelin
• Cameron Hughes
• Katherine Kligys
• Hudson Sagadevan
• Elizabeth Witherell

Monrovia HS

• Jackson Killen

William S. Hart HS

• Caitlin E. Brown

North Hollywood

North Hollywood HS

• Dylan E. Chang
• Arman Ghasemi
• Michael Isayan
• Matthew M. Kim
• Hriday V. Meka
• Nathan A. Minton
• Penelope C. Swain
• Eno Thomson-Tribe
• Aeneas M. Wood

Oakwood School

• Markus Cleckler
• Louis Reich

Science Academy Stem Magnet

• Gideon E. Said
• David S. Tang

Pacific Palisades

Palisades Charter HS

• Annalisa Hurd
• Samantha Sonnett

Palos Verdes Estates

Palos Verdes HS

• Michael Q. Fu
• Olivia J. Kao
• Avery K. Tydlaska
• Allison S. Yu

Palos Verdes Peninsula

Chadwick School

• Bryce Hatch
• Noah Matsunaga
• Ashton Yoon

La Salle HS

• Jake Hoskins
• Annie M. Liu
• Lucas A. Truong

Maranatha HS

• Zalan Volkan-Kacso

Marshall Fundamental HS

• Alejandro Leyva

Pasadena HS

• Paulina McConnell
• Matthew Paz

Polytechnic HS

Westridge School

• Sarah Leizman

Diamond Ranch HS

• Ryan N. LeFevre-Dhore
• Shakari J. Sykes

Redondo Beach

Redondo Union HS

• Paul Carson
• Christian Chae
• Kyler Douglas
• Madison Kurihara
• Amelia Leto
• Angel G. Ramirez-Rios

Rolling Hills Estates

Palos Verdes Peninsula HS

• Emily Y. Aye
• Neekta S. Baghoolizadeh
• Meizhu Chai
• Ray Z. Choo
• Leila M. Espinoza
• Charlotte M. Fast
• Abigail F. Lee
• Brandon K. Lin
• Juliette J. Lin
• Jacob A. Ma
• Aaron S. Monzon
• Alena C. Rhoades
• Mason W. Shu
• Bryce R. Tom
• Angelina Y. Wang

Rowland Heights

John A. Rowland HS

• James Y. Hagiwara
• Arthur C. Liang

San Gabriel

Gabrielino  HS

• Kaden C. Chan
• Brandon Vuong

San Gabriel HS

San Marino HS

• Caitlin Chwang
• Shanaya Jasim
• Jeremy Karkafi
• Krishna S. Kesavalu
• Andy W. Liu

Santa Clarita

Academy of the Canyons

• Praneel Samal

Santa Monica

Crossroads School

• Rowan Koskoff
• Benjamin A. Shaheen

Pacifica Christian HS

• Drew Gerold

Santa Monica HS

• Phoebe R. Benun
• Naomi Z. Gage
• Connor H. Lee
• Isabella C. Moses
• Henry H. Sullivan
• Avelaine R. Thompson
• Emi Yamashiro-Hergert
• Acey Distor

Sherman Oaks

The Buckley School

• Thomas Barrett
• Sam Wagenaar

Notre Dame HS

• Anton Caballero
• Rowell Pangilinan
• Carter Ranshaw

South Pasadena

South Pasadena HS

• William Chang
• Peter Dickinson
• Suh-Hyun Kang
• Max Slattery
• Christine Xu

Studio City

Campbell Hall

• Christopher Braun

Harvard-Westlake School

• Sasha S. Aghnatios
• Michael T. Barr
• Kira A. Beerel
• Rowan Callaghan
• Aryadini D. Diggavi
• Zoe S. Goor
• Cole A. Grossman
• Pranav Iyer
• Riyan B. Kadribegovic
• Zhi Feng Etan Kiang
• Saisha Kumar
• Remy Kushner
• Everett M. Lakey
• Alex S. Lee
• Ian Lieberman
• Jacob Massey
• Seth D. O’Brien
• Tyler H. Park
• Olivia Phillips
• Margaret E. Pritzker
• William R. Putzer
• Samuel Reiner
• Jordan Royer
• Sophia S. Schaffer
• Ethan Seung
• Olivia S. So
• Max L. Turetzky
• Piper N. Vita
• Edward H. Ward

Village Christian HS

• Cecillia Kim

Temple City

Temple City HS

• Allison Fong
• Tiffany Phan

Bishop Montgomery HS

• Alexis Choi
• Anay Kamboj
• Qinghan Jia

Verdugo Hills HS

• Airin Avanesian

Valencia HS

• Ritu Yeshala
• Elbert Zeng

West Ranch HS

• Hannah S. Lee
• Jonathan J. Myung
• Camille Y. Song

Van Nuys HS

• Trenton A. Ayson
• Fateh G. Aliyev
• Jiarong Bian
• Justin Cheng
• Surya D. Donath
• Ted H. Hong
• David H. Kang
• Barron P. Lee
• Andrew Z. Lin

West Covina

Edgewood HS

• Aquilin H. Hsiao

Chaminade College Preparatory

• Luke Lahoud

De Toledo HS

• Adam M. Donaty

Westlake Village

Oaks Christian HS

• Troy P. Brady
• XuXu L. Denzel
• Ellison G. Korman
• Logan R. Winter
• Owen C. Yang

Westlake HS

• Eva Firoozbakht
• Zirak Guzder
• Dhilen Mistry

Dr. Richard A Vladovic Harbor Teacher Preparation Academy

• Eric M. Tobias

Woodland Hills

El Camino Real Charter HS

• Brendan M. Luna

High school students interested in applying in future years need to talk to their school counselor to make arrangements to take the PSAT/NMSQT test. Registration is through the high school and not by the students. For information on the competition, tinyurl.com/mrx4t933

The National Merit Scholarship Corporation was established in 1955 and is an independent, not-for-profit group that does not operate with government assistance.

The goals of the organization are to reward academically-dedicated students, encourage academic excellence at all levels of education, promote a deeper respect for learning in general and to encourage individuals and organizations to sponsor scholarships. nationalmerit.org

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Honors courses

Barrett's signature courses constitute the foundation of intellectual life at The Honors College.

In these small, student-centered seminars, students explore some of the world's greatest texts and think through urgent questions of our times with faculty who are skilled and committed teachers and respected scholars in their areas of expertise. In this intellectually rich atmosphere, students bond both in and outside of the classroom, forming an energized and energizing Honors cohort set to transform society, culture, government, medicine, business—and the world.

Begin your intellectual journey

All Barrett students begin their intellectual journey at Barrett in one of our signature seminars. Students who begin Barrett in their first year of college complete The Human Event (HON 171 and HON 272) over the course of their first two semesters in Barrett. Students who transfer into the Honors College midway through their undergraduate career complete  History of Ideas (HON 370) in their first semester in Barrett. These courses are taught exclusively by the  Honors Faculty Fellows : an interdisciplinary faculty whose primary academic home is Barrett, The Honors College.

The Human Event is a year-long course that forms the foundation of the first-year honors experience. A small, intensive, interdisciplinary, discussion-based seminar for all first-year Barrett students, The Human Event focuses on key social and intellectual currents in the history of human thought from the earliest written texts to the present. While united by a shared set of learning objects aimed at cultivating communications skills and critical thinking, each section of The Human Event explores a unique set of texts, according to each professor’s passions and areas of expertise. 

History of Ideas works toward the same goals and shares the same ethos as The Human Event but is a more intensely focused, one-semester course exclusively for upper-division students who transfer into the Honors College. The readings in each section of History of Ideas are generally organized around a theme determined by the professor.

Exclusive access to honors seminars

Every semester Barrett students have exclusive access to upper-division Honors seminars (HON 394) on a range of special topics according to faculty areas of research interest and expertise. These popular courses explore important issues in history, literature, philosophy, physics, film, anthropology, law, politics, and much more. Upper-division courses also provide Honors students valuable opportunities to continue working closely with Barrett faculty, in small seminar settings beyond The Human Event of History of Ideas, in areas of intellectual inquiry that resonate creatively and synergistically with their majors, minors, or other areas of passion. Many students strategically enroll in upper-division seminars in topics outside of their majors in order to explore new areas of interest and to conduct research that informs their honors thesis.

List of Honors Courses

All honors courses can be found in ASU’s Class Search .

To view a complete list of honors seminars and special topic courses offered by Barrett, The Honors College, type HON in the Subject field and Topic in the Search by keyword field.

To view a list of honors sections of courses outside of Barrett, use the Honors filter in Advanced Search .

About Honors Courses

Honors courses are mindfully designed to accomplish the following learning objectives:

• Improve the student’s ability to reason critically and communicate clearly
• Cultivate the student’s ability to engage in intellectual discourse through reading, writing, and discussion
• Broaden the student’s historical and cultural awareness and understanding
• Deepen awareness of the diversity of human societies and cultures
• Instill intellectual breadth and academic discipline in preparation for more advanced study

Each honors class features the following core components:

• Chronologically Expansive - We cover some of the earliest recorded texts (e.g. The Epic of Gilgamesh or the Maxims of Good Discourse) to current works (e.g. Kwame Appiah’s The Honor Code).
• Extensive Geographical Coverage - We select texts that highlight key issues in human thought, which means the texts we cover are from all over the world (e.g. Tao Te Ching, Plato’s Republic, Kalidasa’s The Recognition of Sakuntala, and Chinua Achebe’s No Longer at Ease).
• Focused on Human Cultural Diversity - Every effort is made to incorporate cross-cultural perspectives, non-Western texts and texts composed by women and racial/ethnic minorities (e.g. texts by early female Sufists or American slave narratives).
• Student Centered - We encourage students to take the lead in these small, discussion based classes