Guidelines on Accommodations for Honors Students

Approved by the University-wide General Education Committee on 7-23-1997

The content of Honors academic work can include:

• Introduction to research methodologies and theories in the field
• Exploration of primary sources such as major monographs, treatises, journals
• Discussion of the nature and scope of current and past controversies among scholars
• Experience using critical, analytic skills unique to the subject matter
• Introduction to major contributors to the historical and current development of the field
• Hands-on experience in the creative, scholarly process appropriate to the field
• Practice and critique of written and oral communication skills

Information about Honors contracts may be obtained from the Honors College.

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Guidelines for Instruction of Honors Students

Approved by the University-wide General Education Committee on 4-21-1999

The Honors component of Tier One and Tier Two courses must provide students with an enhanced learning experience, different qualitatively, rather than quantitatively, when compared to the experience of non-Honors students. Honors assignments should be different in kind, but comparable in number, to assignments given other students.

The Honors component should involve a high level of faculty involvement. If a department is able to demonstrate that an advanced GAT can provide an enhanced experience, then the GAT may serve as the leader of an honors discussion section or an honors lab provided that there is periodic faculty involvement in meetings with the Honors students and in supervision of the GAT.

The policy of the Honors College is that GATs cannot be the instructors of record in Honors courses at Tier One or Tier Two, nor can they sponsor Honors contracts.

Learning Outcomes

In the Course Evaluation Rubric, this information can be found in Appendix B.  At the end of their General Education program, students will be able to:

Think critically

1. Exercise synthetic, analytic and/or computational reasoning as needed to solve problems.
2. Raise salient questions about the evidence, inferences, and conclusions of inquiries, including one’s own inquiries.
3. Infer and assess the ambiguities, assumptions, values, and purposes at issue in inquiries, including one’s own work.

Communicate effectively

4. Interpret and clearly present information in varied formats, including graphs, charts, and multimedia projects.
5. Compose correct and clear written material in multiple formats such as research logs, researched reports, exam answers, and reflective essays.
6. Improve written and visual documents in response to feedback.

Understand and value differences

7. Assess how different modes of inquiry and expression are appropriate in varied cultural and disciplinary contexts.
8. Examine how differences in cultural and individual viewpoints expand our understanding of human experience.

Use information effectively

9. Access and evaluate the reliability of information from varied sources, including internet and library resources.
10. Use information sources ethically and responsibly.

 

Overall Learning Goals & Objectives for the University-wide General Education Program Approved by the UWGEC May 17, 2006

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Learning Outcome Alignment Example

COURSE LEARNING OUTCOME	GENERAL EDUCATION PROGRAM STUDENT LEARNING OUTCOMES
	THINK CRITICALLY	USE INFORMATION EFFECTIVELY	UNDERSTAND AND VALUE DIFFERENCES	COMMUNICATE EFFECTIVELY
Students will demonstrate knowledge of social perspective differences			Assessment: Assignment on social differences
Students will be able to communicate in writing on topics related to politics				Assessment: Term Paper on a topic based on political theory
Students will apply information learned in class critically in a case study	Assessment: Case Study

Note: Not all course learning outcomes will align with the GE Program outcomes, however, at least one of your outcomes should align with Communicate Effectively, as all General Education courses are writing emphasis courses.

Philosophy Statement

The University-wide General Education Curriculum emphasizes breadth of knowledge and development of academic skills to complement the depth of knowledge that students will acquire in their major fields.

 Upon completion of the General Education Curriculum, a student should have had the opportunity to:

• learn how different disciplines define, acquire and organize knowledge;
• be provided with a basis for the examination of values;
• develop analytic, synthetic, linguistic and computational skills useful in lifelong learning;
• be provided with a common foundation for wide-ranging dialogue with peers on issues of significance 

Taken together, the experiences of General Education encourage students to develop a critical and inquiring attitude, an appreciation of complexity and ambiguity, a tolerance for and empathy with persons of different backgrounds or values and a deepened sense of self. 

Tier One Study Areas introduce students to fundamental issues and concepts in three study areas, or strands: Natural Sciences, Individuals and Societies, and Traditions and Cultures.  Tier One courses should help develop critical thinking skills, provide opportunities for analysis and synthesis, competency in basic skills, and a foundation of knowledge in the sciences, humanities, and social sciences.  Tier One instructors are encouraged to employ active learning methods that support student opportunities to work collaboratively, and to provide exposure to computer/multimedia applications.  

Tier Two Study Areas are organized into four study areas: Humanities, Natural Sciences, Individuals and Societies, and Arts.  Tier Two courses provide a more in-depth examination of topics/concepts introduced in Tier One courses.  Tier Two courses should only be taken upon the completion of the relevant Tier One strand.  Tier Two courses can serve as an introductory course for a minor, but it must be a first course so that students not minoring in the area are not at an academic disadvantage.

Requirements & Rubric

The requirements for proposing a general education course are outlined in the Course Evaluation Rubric shown below.  It is helpful to download the rubric (docx) and use the document as a guide when writing a proposal and/or as a checklist before submitting a proposal to the committee.

 

COURSE CONTENT	SELECT:
Does the content of the course meet the identified study area and, if Tier One, the category?	Yes	No
Appendix A: Definitions of General Education Tier One Study Areas

STUDENT LEARNING OUTCOMES	SELECT:
Does the course have clearly stated learning outcomes?	Yes	No
These outcomes should reflect what the student will be able to do by the end of the course
Note: How do the course outcomes align with the Gen Ed program outcomes? (Not all course outcomes will align with program outcomes.) Then, what assessments are you using to measure whether your students have met the expected learning outcomes? (Refer to the General Education Student Learning Outcomes and the definitions of Tier One Study Areas and Tier Two Study Areas for examples)

WRITING REQUIREMENTS	SELECT:
Does the course meet the writing policy requirements?	Yes	No
The University-Wide General Education Committee will look for specific detail with respect to the writing policy when evaluating course proposals; sample assignments are helpful. Writing assignments, both formal and informal, are integrated in the course requirements through more than one means. Writing assignments emphasize critical inquiry. Writing assignments are evaluated for format, organization, style, grammar, and punctuation, as well as content and participation in the scholarly conversation. At least one writing assignment involves a revision process in which students receive instructor and/or peer feedback on a first draft and make substantive revisions before submitting a subsequent draft for grading. Writing assignments may vary in number and length but must add up to a minimum of 10 pages or 2500 words over the term. One or more writing assignments of at least 750 words must be done outside of the class session.
Note: The Writing Requirement policy was approved by academic committees and Faculty Senate in 2015.

COURSE MECHANICS	SELECT:
Does the course meet the 40% rule?	Yes	No
For Tier One and Tier Two courses, 40% of the grade points should be completed by the 8th week of classes (or the mid-point of shorter terms) so that students have ample feedback on their performance prior to the 10-week deadline to drop a course.
HONORS COMPONENT	SELECT:
Does the course include a component for Honors students?	Yes	No

INFORMATION LITERACY	SELECT:
Does the course address at least one of the Information Literacy Standards?	Yes	No
As defined by the Association of College and Research Libraries, information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." "Information literacy forms the basis for lifelong learning. Information literacy is common to all disciplines, to all learning environments, and to all levels of education." The expected information literacy outcomes for the General Education Program are in Appendix C.

Other Areas of Review

DOES THE PROPOSED COURSE:	SELECT:
Require sufficient readings (in terms of volume and content) to provide fundamental knowledge?	Yes	No
Emphasize critical and evaluative thinking?	Yes	No
Foster independent, creative, and interactive learning (i.e. group work, research projects, library work requiring use of printed and electronic sources)?	Yes	No
Provide students with opportunities to discuss course topics and material?	Yes	No
Identify multiple faculty members who can teach the course?	Yes	No

GENERAL COMMENTS: