OREGON STATE UNIVERSITY
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The Honors College has established two learning outcomes. These outcomes describe the skills that participation in HC courses and activities (including the honors thesis) allows all HC students develop by the time they graduate.
The Honors College is committed to creating an equitable and inclusive environment, and we have adopted a statement of that commitment for honors course syllabi.
It's easy to say what honors pedagogy is not. It does not involve different disciplinary learning outcomes than other versions of the same course. It's not about adding more work... or even raising the grading standards.
It's more challenging to say what honors pedagogy is. The inaugural Honors Faculty Professional Learning Community identified four key characteristics of honors courses.
Honors courses encourage students to learn by doing. Here’s how we define experiential learning, with some examples from recent honors courses. The Meehan Grant program supports the development of new experiential learning opportunities (apply by January 15).
Visit the FAQ and Scheduling Basics page for an overview of all the elements related to teaching an HC course, including setting the schedule, confirming the classroom, planning for final exams, setting course fees, and various deadlines.
Want to teach an honors course? Take a look at what it takes, and submit your idea to the HC.
Frequent evaluation allows the Honors College to identify classes with high or low demand and add variety from different disciplines. Check out the unique HC course evaluation that students fill out each term.
Contact the HC Associate Dean Susan Rodgers at [email protected]
