Honors 3260 – Call for Proposals

The Honors College is no longer accepting Honors 3260 course proposals for the 2016-2017 academic year. Please contact Associate Dean Sarah Cook with any questions at scook@gsu.edu.


The purpose of the colloquium is to provide Honors students with the opportunity to explore a compelling topic or question from an interdisciplinary perspective. In the strict sense, colloquia are led by a series of different leaders, but we use the term less strictly.  Honors colloquia are led usually by one faculty member, but frequently include guests from other disciplines (and are sometimes team-taught). These colloquia should foster critical thinking and writing, and should inspire conversations between students as much as between students and the faculty member (s). The theme of the course should grow out of the faculty member’s research interests, but needs to be accessible to a range of advanced students across majors, 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.

Honors 3260 meets once a week for three hours of elective credit. This credit counts toward the 120 hours needed for graduation. Student pursuing the Honors College Distinction of Advanced Honors must enroll in two of these colloquia. Sections are limited to 15 or fewer students, and grading is by letter. Exams are not prohibited, but are also not the norm. Sections often culminate in a paper or project that develops over the semester and allows students to demonstrate growth in knowledge and critical thinking through writing and oral discussion or presentation. We encourage faculty to design creative course with either innovative or tried and true University and Honors College 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. All sections will meet in the Honors College and will be able to take advantage of state of the art instructional technology. Limited funding is available for course activities, depending on budgetary constraints.

Examples of Past HON3260 Courses 

Proposals for Honors 3260 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. The Honors College will compensate departments, not individual faculty members, $5,000 for each successful proposal. 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.
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.
The Honors College is engaged with the Chief Innovation Officer and the Center for Instructional Innovation to develop a digital literacy initiative in the Honors College.  If you plan to use technology in a novel way that improves teaching and learning, please highlight your plan in your proposal.  As details emerge, we will post them on the Honors College website. 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 will provide unique resources to faculty who plan to teach Honors courses in the 2016-2017 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 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.

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 the Center for Instructional Innovation and by visiting the Digital Literacy Yammer group.