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).
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.
Want to know what kind of honors courses you can teach in the coming academic year or what makes a successful course proposal? Check out this presentation and discussion with Honors College Associate Dean Sarah Cook.
Please contact Dr. Cook with any questions at firstname.lastname@example.org.
The Honors Digital Literacy Initiative provides unique resources to faculty who plan to teach Honors courses in the 2019-2020 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.
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.