Honors 1000 – Call for Proposals

The Honors College is currently accepting Honors 1000 course proposals for the 2018-2019 academic year. Please contact Associate Dean Sarah Cook with any questions at scook@gsu.edu.

This course is intended to expose students to seminar-style learning, and to provide incoming Honors students with an opportunity to explore a historical or current question, theme, or concept. 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 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. Instructors are encouraged to design courses that incorporate university and Honors College events, helping students to cultivate a life of the mind; example assignments might be to attend a campus lecture or Honors College lunch and learn and write a reflection essay or iCollege discussion post.

  • Honors 1000 seminars (required for first-semester students) meet once a week for 50 minutes, for one hour of elective credit.
  • Classes are limited to 15 or fewer students, and grading is pass-fail.
  • Exams and/or lengthy papers are not appropriate for Honors 1000, unless they have proven successful in past sections.
  • Seminar-style learning spaces available in the Honors College for all Honors 1000 sections.
  • Funding available for course activities (dependent on available budget).

Examples of Past HON1000 Courses  

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.
Decisions are made by the Associate Dean in coordination with Director of Academic Assistance. 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.

Honors College will hold two optional proposal development sessions.

November 30, 2017, 4 – 5 p.m., Honors College, room 223

January 11, 2018, 4 – 5 p.m., Honors College, room 223

Faculty who plan to submit a proposal, particularly those who are new to Honors, are strongly encouraged to attend one of these two sessions; consider them workshops to help you refine your proposal. Faculty who have successfully taught Honors 3260 will be on hand to assist, as will Associate Dean Sarah Cook.

The Honors Digital Literacy Initiative provides unique resources to faculty who plan to teach Honors courses in the 2018-2019 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