The Honors College invites faculty to propose Honors courses and general-education HNRS seminars for the Fall or Spring semester. Faculty are encouraged to use Honors and HNRS courses to experiment with course design and content, to pose interdisciplinary questions, and to supplement current department offerings. You may submit course information on an Honors Course Topic Proposal Form [online].
An ideal Honors course is, at its core, a laboratory. It boldly challenges assumptions about what we know and how we learn. It emphasizes rigor along with exploration, creativity, and discovery. It should provoke students to engage actively in the learning process. It should empower students to participate in academic dialogue, solve real-world problems through research, and draw creative and compelling connections within and across disciplines. Though an Honors course should be reading- and writing-intensive, its design should promote an atmosphere of collegiality and collaboration.
Honors Learning Outcomes
HNRS seminars: HNRS seminars count for general education credit. They are small, discussion-based courses designed to provide greater depth and thoroughness of understanding to Honors students from all majors. Faculty are encouraged to propose interdisciplinary seminar work.
Honors Options: Faculty may work with individual students to create an “Honors Option” within an existing course. The “Honors Option Contract” is available in the office or for download.
Honors Course Objectives from the National Collegiate Honors Council:
Most Honors courses will have the following five objectives, or some variation:
For more information about Honors Teaching, go to the National Collegiate Honors Council website, and for a recent example of Honors teaching principles in practice, see “What is Expected of Twenty-First-Century Honors Students: An Analysis of an Integrative Learning Experience” Journal of the National Collegiate Honors Council Vol. 11, No. 2.