HONORS SECTION PROPOSAL
Any tenured or tenure-track faculty member may propose an honors section of an existing
course. Once approved by your department chair, the proposal goes to the Honors
Committee for evaluation. If approved by the Honors Committee, the section is presented
to the Campus Wide Curriculum Committee as an informational item. The section will then
appear in the schedule as an Honors course. It is expected that each time an honors
section is proposed, it will be updated. Currently, only two honors sections will be approved
each semester subject and contingent on curricular needs.
APPROVAL PROCESS
During the proposal development process, Honors Committee members will be available
for consultation with interested faculty and chairs. For inclusion in the spring semester, the
proposal should be developed in consultation with your department, and presented to the
Honors Committee no later than:
End of the Semester
INSTRUCTIONS
Read the general criteria for an honors section and the narrative description of how an
honors section should differ from a regular section.
Please fill in the form and respond to its two narrative questions.
For the first narrative question, consider the ways that your proposed section would differ
from a regularly-taught section. How would this new section motivate and engage the
students? How would it prepare them for senior undergraduate work in a demanding
institution? How would it present course material in an innovative manner?
For the second narrative question, tell us why you should be the one to teach an honors
section. Keep in mind that you will be asked to complete significant revisions to your
course, prepare new readings, address the needs of your particular class, attend honors
functions, and be available for students outside your regular office hours.
Prepare a new course syllabus following the model attached to this form. The clarity of
your syllabus is extremely important. Attach your new syllabus to this form and include a
copy of your courses regular syllabus. For a revision of an already-approved honors
section, include your previous syllabus.
COMPARED TO A REGULAR SECTION, AN HONORS SECTION SHOULD:
Promote increased student participation, engagement, discovery, and interaction.
Favor enrichment rather than extra work. Have higher expectations for student
performance in writing, problem solving, and oral presentation. Promote critical
thinking, analysis, synthesis, and interpretation.
Foster the in depth study of a subject. The material taught should transcend what is
presented in a textbook. Course materials should be interdisciplinary, introduce
advanced concepts and theories, and prepare students for further study.
Encourage scholarly research, by utilizing primary sources, and requiring the greater
use of secondary sources and discipline-specific citations.
Provide students with increased opportunities for contact and interaction with the
instructor.
Provide students with extracurricular activities, field trips, and/or lectures from guest
speakers.
HONORS SECTION GENERAL CRITERIA
Limited enrollment to maximum of 18 (Honors students have priority registration)
Other students may register with a minimum GPA of 3.2
Full time tenured, tenure track, CCE, or CCE track faculty only may submit
Faculty should be available to approve students for registration via email, phone or in
person during registration period
The syllabus must have clearly defined learning objectives, detailed descriptions of
learning units, specific readings, a week by week schedule, and assessments cross-
indexed to specific learning objectives (see attached)
The majority of the grade should be based on written assignments
Grades cannot be based on statistical curves
Honors Sections must incorporate two High Impact practices:
-
Formal Writing Intensive designation
-
A collaborative assignment
-
A research component
-
An experiential learning assignment
-
A service learning or community-based learning component
-
A short internship
-
A capstone project such as the completion of an ePortfolio assignment
Sections must incorporate three Level 2 General Education Core Competencies:
-
Multicultural awareness
-
Global awareness and citizenship
-
Leadership/Interpersonal relationship skills
-
Understanding of global environmental issues and ethics
-
Understanding values and ethics
-
Advanced research skills/ Empirical observation and data analysis
-
Critical and analytical skills in personal and professional settings
-
Understanding of aesthetic principles of beauty, order, and harmony
For more information on High-Impact Practices, please see: Kuh, George D. High-Impact Educational
Practices: What they are, who has access to them, and why they matter. Washington, DC: AAC&U, 2008.
For more information on GenEd at Hostos, please visit http://www.hostos.cuny.edu/oaa/ctl_ged.htm
HONORS SECTION PROPOSAL
Department
Course Number
Course Title
Pre/Co-Requisites
Faculty Member Name
Office Location
Telephone
Email
Semester/Year Proposed
Department Chair Name
Department Chair Signature
Date
Attach Syllabus of Existing Course
Attach Syllabus of Honors Course
NARRATIVE
1.
Consider the ways that your proposed section would differ from a regularly-taught
section. How would this new section motivate and engage the students? How would
it prepare them for senior undergraduate work in a demanding institution? How
would it present course material in an innovative manner?
2.
Tell us why you should be the one to teach an honors section. Keep in mind that you
will be asked to complete significant revisions to your course, prepare new
readings, address the needs of your particular class, attend honors functions, and be
available for students outside your regular office hours.
HONORS SECTION PROPOSAL APPROVAL
APPROVAL DATE
Submitted to Honors Committee
Approved by Honors Committee
Presented to CWCC
Registrar Notified
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