Honors 1000 – Call for Proposals

The Honors College is currently accepting Honors 1000 course proposals for the 2017-2018 academic year. Please contact Associate Dean Sarah Cook with any questions at scook@gsu.edu.

The main purpose of this course to expose students to seminar-style learning. Moreover, the course is intended to provide incoming Honors students with an introduction to how a discipline develops knowledge, answers questions, or produces creative work, in a seminar related to their intended major. The theme of the seminar should grow out of the faculty member’s research interests, but it should also to be accessible to incoming freshmen with no special background in the field. We also encourage proposals that relate broadly to the university’s strategic focus on complex challenges in cities and global perspectives, but all proposals will be accepted for consideration.

Examples of Past HON1000 Courses 

Honors 1000 seminars meet once a week for one hour of elective credit. This credit counts toward the 120 hours needed for graduation. It is required of new freshman students admitted to the Honors College, but students who have been admitted to the Honors College after their first semester are eligible and strongly encouraged to enroll. Classes are limited to 15 or fewer students, and grading is pass/fail. Exams and lengthy papers are strongly discouraged. We encourage faculty to design creative course with either innovative or tried and true requirements and assessment strategies. We encourage instructors to capitalize on events taking place at the University and in the Honors College to help students cultivate a life of the mind. For example, a requirement may be to attend a campus lecture, write a reflection essay or discussion post on iCollege, and then discuss the lecture in class. A second example is to have students attend one or more Honors College Lunch and Learn sessions and report what they learned to the class. A secondary purpose of the course is to help acclimate and retain our best new students by ensuring that they have contact with a regular faculty member in a seminar setting early in their experience at Georgia State. Since it is a one-hour course, meeting once a week, it also offers senior faculty and administrators who don’t normally teach an opportunity to interact with our best incoming students. During the first weeks of the semester, the Honors College National Fellowship and Scholarship Coordinator, Dr. Jennifer Gerz-Escandon, will visit each seminar for five to ten minutes to describe her role and why students should begin exploring these competitive awards early in their careers. Limited funding is available for course activities, depending on budgetary constraints. All sections will meet in the Honors College and will be able to take advantage of state of the art instructional technology.

Proposals for Honors 1000 will be welcomed from regular full-time faculty including lecturers and administrators in any college, as well from university-level administrators who hold a faculty appointment. Teaching an Honors Seminar is an addition to one’s regular duties, and does not substitute for another course. Regular faculty teaching Honors Seminars receive a $1,500 professional development stipend from the Honors College that can be used for travel, equipment, books, or student assistants, etc. (but is not payable as salary).  The Honors College transfers these funds directly to the faculty member’s department, center, or other unit shortly after the beginning of the semester the course is taught. Reimbursements for expenses will be placed through the faculty member’s department, unit, or center.
The Honors College Faculty Affiliate Curriculum Committee will evaluate the proposals and make recommendations to the Dean and the Associate Dean of the Honors College. Some preference will be given to proposals by senior faculty and administrators whose schedules do not normally allow them to teach. The Honors College will balance seminars across colleges and disciplines.
Our goal is for the following outcomes and objectives to be met through our Honors College courses;

  • Developing proficient written and oral communication through attention to organization, presentation, and style; use of compelling and credible content, sources; and clear, cohesive, and compelling language and a well-supported, memorable central message
  • Gaining interdisciplinary understanding by synthesizing ideas and experiences and learning to reach conclusions by combining examples from more than one field.
  • Developing critical thinking and problem-solving skills by cultivating the mental habit of stating problems and issues clearly; proper sourcing of information and questioning of expert opinions; analyzing personal assumptions; and reaching logical conclusions and solutions.
  • Nurturing creativity by pursuing assignments or research in potentially risky, untested ways; integrating divergent or contradictory ideas; extending a novel question, format, or product to create new knowledge; and producing transformative ideas or solutions.
  • Cultivating a global perspective through study abroad experiences; seeking insight into personal cultural values; interpreting intercultural experience from more than one viewpoint; and negotiating a shared understanding of differences with openness.
Ida Martinez, the Honors College librarian, is available as a resource to faculty members during the course development process. Her office is in the Librarian Subject Specialist Suite area on Library South 5th floor. Honors College Associate Dean, Sarah Cook is also available to consult with faculty developing course proposals. To support faculty teaching HON courses, a committee of Faculty Affiliates have developed an optional formative evaluation instrument for faculty to gain mid- semester feedback on the course.  The committee has also developed a required end of course evaluation specific to the Honors College.

The Honors Digital Literacy Initiative provides unique resources to faculty who plan to teach Honors courses in the 2017-2018 academic year. These resources offer increased opportunities for students to participate in active learning, engage in new approaches to their disciplines through digital discussion and problem solving, and obtain skills important to academic and professional success. Resources include:

  • eText and Course Development Assistance: The Center for Excellence in Teaching and Learning (CETL) will provide resources to assist faculty with creating their own eTexts or developing other course materials and ideas.
  • Technology-Equipped Academic Spaces: Participants will be eligible to teach in flexible classroom spaces that include technologies such as touch screens and classroom recording.
  • An Exceptional Environment for Educational Research and Publication:This initiative provides many opportunities to conduct evidenced-based research into how evolving digital tools affect learning. Help with preparing publications will be available.

Program Participation
Find out how even small changes to how you ask students to demonstrate evidence of learning can have a big impact. Discover more about digital pedagogy and resources for faculty from CETL. Explore classroom projects from the DL initiative at Edge Magazine.

Honors 1000 Course Proposal Form