The
philosophy and goals of the Honors Institute should provide the background
from which to develop Honors courses. Honors courses should not be
designed to generate more work for the students, but rather to engage
the students in academic inquiry. Therefore, the Honors courses include
some, if not all, of the following criteria:
Students will be introduced not only to the usual content of the course,
but they also will be challenged to develop in-depth understanding
of subject matters of the course.
Students will be encouraged to study and evaluate primary source materials
in addition to discipline textbooks.
Students will be given the opportunities to develop discipline appropriate
research skills, which should result in major documented papers or
projects.
Students will participate in activities that encourage them to become
independent thinkers, risk takers and problem-solvers.
Students will study and interpret aspects of the course such as historical
development, cultural applications, theoretical or philosophical disputes
that should lead to the students' heightened appreciation of the discipline
- thereby preparing them to succeed in upper division courses.
Students will experience a variety of learning activities which may
include collaborative learning, field experience, debates, documented
projects, interviews, service projects and presentations.
Students will given the opportunity to demonstrate computer literacy
and work with instructional technology which may include word-processing
assignments, the use of internet tools for research, the use of power-point
for presentations, and course discussion via chat rooms and email.
Student
evaluations should be based on standards and methods designed to encourage
creativity, imagination, critical thinking, and risk-taking rather
than simply imposing more assignments and tests.
Student evaluations should be based on standards and methods that
require demonstrated competency and mastery of the course objectives.
