Honors 1000 – Call for Proposals
The Honors College is no longer accepting Honors 1000 course proposals for the 2016-2017 academic year. Please contact Associate Dean Sarah Cook with any questions at email@example.com.
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 earned a 3.5 GPA and apply 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 not prohibited, but are also not the norm. 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 D2L, 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.
- 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.
The Honors Digital Literacy Initiative will provide unique resources to faculty who plan to teach Honors courses in Fall 2016. 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 Instructional Innovation 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.
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 the Center for Instructional Innovation and by visiting the Digital Literacy Yammer group.