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Honors Program
Faculty Guidelines
An Honors course should be different both quantitatively and qualitatively from a regular section. Specifically, the reading list and assignments for an Honors course should be comprehensive and demanding. Honors courses emphasize critical thinking, intensive analytical writing, speaking, and the use of primary source material.
Honors courses should emphasize the scholarly debates in the discipline so as to engage students in forms of intellectual inquiry specific to that field of study. Hence, Honors courses ought to lead students to examine fundamental questions of the discipline, rather than simply reconstituting received information.
Whenever possible, a seminar approach should be used so that students engage in an active and collaborative learning experience. However, this ought not be at the expense of providing students with crucial college survival skills, including learning from different pedagogical approaches and in different academic environments. Class sizes are capped at 20 students.
Some form of self-directed study and/or research project should be part of an Honors curriculum so that students develop into self-starters, self-motivators and self-teachers.
In general, an extensive final project or a cumulative examination should constitute part of the final evaluation of students in an Honors course, and, in disciplines where appropriate, the examination should involve essay as well as objective questions. Again, the focus of integrating a mass of material in a clear and cohesive way, and relating this material to the specific discipline and larger concerns, is a major intellectual task that Honors students must learn to handle.
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