The Honors College will accept Honors 4500 course proposals for the 2022-2023 academic year starting in the fall of 2022. Please direct questions to Interim Associate Dean Bill Nichols.
Proposals are welcome starting now. The deadline to submit your proposal is January 31, 2022, at 5 p.m. (Eastern). Decisions will be released no later than early March 2022.
This course is intended to provide Honors students with the opportunity to explore unanswerable questions facing humanity through the ages. Faculty and students will grapple with fundamental questions by reading and discussing past and present influential thinkers and interrogate the topic from a 21st-century lens. Examples of questions include: What is justice? What is freedom? What is love? What is art? What is death? Does society need religion to be moral?
Enduring question seminars should foster critical thinking and writing and should inspire deep discussion among students and faculty members. The theme of the course may grow out of the faculty member’s interests, but the course content and requirements need to be accessible and achievable, respectively, to students across majors. Proposals should include an outline of the course including learning objectives that align with assessments, and creative syllabus building. Many of the goals of this seminar could be accomplished by including a Virtual Exchange component. We also welcome proposals that facilitate digital literacy and/or encourage GSURC proposals submitted by individual students or student groups for presentation in Spring 2023. (Students may submit proposed work).
Required events outside of scheduled meeting time should be included in total contact hours. For example, if students attend a lecture related to the enduring question that is two hours long, those two hours count as contact hours, or serve as an assignment. Instructors are encouraged to design courses that incorporate university and Honors College events, helping students to cultivate a life of the mind; for example, assignments might be to attend a campus lecture or research workshop and write a reflection essay or iCollege discussion post
- Honors 4500 seminars meet for 2.5 hours (either once or twice a week), for three hours of elective credit.
- Classes are limited to 15 or fewer students; grading is by letter.
- Enduring questions seminars require attendance and participation for a meaningful experience; thus, attendance and active participation should account for a significant portion of the final grade.
- Courses must link course objectives with college to career learning objectives. Faculty can use this tool to easily accomplish this goal. Assessments of learning must align with the course-linked college to career objectives and should produce evidence of learning suitable for students’ Portfolium accounts.
- Seminar-style learning spaces available in the Honors College for all Honors 4500 sections that have a face-to-face component.
- Funding available for course activity (1 per course, maximum).
Proposals for Honors 4500 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 units shortly after the beginning of the semester the course is taught. If resources permit, the Honors College will provide a modest professional development stipend to faculty to help them develop a Virtual Exchange component.
Proposals should include an outline of outside-the-classroom events, a budget for up to three events for the course, and creative syllabus building. Events should be included in total contact hours. For example, if students attend a Rialto event that is two hours long, those two hours can count as contact hours, or serve as an assignment.
Proposals should respond in some way to the theme of civic responsibility/civic virtue. The entire course does not have to be centered around this topic, but some aspects of civic responsibility/civic virtue should be addressed. Two resources to help you consider how you can approach this theme include an article published by the American Bar Association on an alternative view of civic duties and a document from Tennessee State University defining citizenship and civic responsibility.
Course objectives should be aligned with college to career learning objectives. Faculty can use this tool to easily accomplish this goal. Assessments of learning must align with the course-linked college to career objectives and should produce evidence of learning suitable for students’ Portfolium accounts. Proposals that include a Virtual Exchange component support GSU’s Quality Enhancement Plan to develop Global/Intercultural Fluency Career-Readiness Skills.
This year, the Honors College encourages proposals that integrate Virtual Exchange into the curriculum, either partially in the form of modules or completely. Virtual Exchange is an exciting teaching and learning method that connects students and faculty at Georgia State to students and faculty at an international university to work collaboratively on some project tor theme. Virtual Exchange promotes students’ intercultural competence using a variety of teaching strategies, such as peer review, cooperative learning, online discussions, project-based learning, service-learning, and co-teaching.
Benefits to students:
- Increases global competency and engagement
- Promotes digital literacy
- Fosters cultural appreciation and understanding
- Develops professional skills
- Facilitates intercultural collaboration and communication
Benefits to faculty:
- Offers an economical way to bring in content and practicing expert
- Builds research and teaching networks at international institutions
- Creates professional development opportunities
- Globalizes your curriculum.
In collaboration with the Office of International Initiatives, the following support will be provided to faculty: 1) help finding an international partner, 2) one-on-one discussions on potential topics, best practices, and implementation, 3) introductions to other faculty with experience using this format including a Faculty Teaching and Learning Community for Virtual Exchange, and 4) assistance with technological issues.
For more resources on Virtual Exchange, see:
The Honors Digital Literacy Initiative provides unique resources to faculty who plan to teach Honors courses in the 2021-2022 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 evidence-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.
Our goal is for the following outcomes and objectives to be met through our Honors College courses:
- Course requirements should demonstrate growth in knowledge and critical thinking through writing and oral discussion. Requirements should be creative and allow students to explore the enduring question through various perspectives, etc. Digital learning features are encouraged.
- Other requirements should ask students to demonstrate learning through creative, non-traditional ways.
Decisions are made by the associate dean in coordination with the director of academic assistance. The Honors College will balance seminars across colleges and disciplines. The Honors College, in keeping with overall university goals, will prioritize non-peak time and classroom assignments.