Honors academic experiences are the heart of an Honors education. Those experiences actively engage the material include Honors courses, research opportunities, study abroad, service learning, and independent study. Honors academic experiences provide a context where students can:
- Actively engage the material
- Learn about scholarly and creative processes by participating in them
- Personalize the learning experience through imaginative, critical analysis and application.
An Honors education expects more from students in terms of the depth of their learning and their commitment to the education process. An Honors education involves active learning in which the student may also serve as teacher to his or her peers or to the professor. The goals of an Honors education are that students
- are challenged intellectually
- develop their academic skills
- apply their knowledge in real world settings
- discover new interests and passions
- step outside of their comfort zone
This educational experience is facilitated by the intensive student-faculty interactions that are developed through Honors courses, research experiences and community service. Leadership, critical thinking and communication skills are sharpened through interacting with other high ability peers both in and out of the classroom.
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What constitutes an Honors course?
Honors courses can be offered in a variety of formats and reflect different pedagogical styles. The underlying principle is that Honors courses are qualitatively different from non-Honors courses. Honors courses are not necessarily accelerated although some may proceed more rapidly through the subject matter. Some Honors courses proceed slowly because they explore the material in more detail and offer students innovative approaches to engaging topics in the course. Honors courses may promote learning outside the formal classroom (through service learning, research, and co-curricular activities). Assignments in Honors courses often require students to reconcile conflicting findings or to synthesize different points of view. Reading assignments often emphasize the use of primary or original sources and help students develop an ability to analyze those sources on their own. Honors courses encourage opportunities for publication or public presentation of students’ work. In summary, the expectation is that Honors courses are more challenging and demanding not because they assign more work or are evaluated more rigorously, but because students gain more intellectually and academically from the Honors experience.
The Honors College believes that Honors courses share common characteristics, regardless of department or college. The six most important characteristics of an Honors course are:
- a higher level of student-faculty interaction than a non-Honors course, particularly in lower division courses
- a commitment to strengthening and maturing Honors students’ communication skills, both written and oral
- a focus on improving students’ ability to make interdisciplinary connections between the course content and other areas of their education
- an emphasis on producing novel, more creative approaches to the subject than typically found in a non-Honors course
- an accent on interpretation and application of the course material
- an ethos of pedagogical innovation that encourages students to be teachers as well as learners
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Who are Honors students?
The Honors College is home to over 4000 students, most of whom were invited to join Honors as freshmen. Students are admitted based on the high school academic achievements, including academic grade point average, standardized test scores, number of academic units completed and level of challenge of the courses taken. Students also are admitted to Honors based upon a holistic, academic review, which includes a personal statement, short essay questions, leadership resume, and letter of recommendation from a teacher. More information about the profile of students admitted to the Honors College
Students who are not admitted to Honors upon entry to the university may nominate themselves after completing 12 or more credits and achieving a 3.5 grade point average at the UA. Approximately 10 percent of the students joining Honors each year enter the college as current UA students.
Honors students are not homogeneous, yet most share certain characteristics. They tend to be high achievers in multiple areas which may make selecting a major or program difficult. Honors students typically are very committed to their studies and focus on performing well in their studies. They raise the bar in their courses, making the courses more challenging and engaging for Honors students and non-Honors students alike.
Honors students expect personal attention from faculty and advisors. They also want to be challenged academically. Although they are bright, Honors students are not immune from the same challenges that non-Honors students face, such a learning and physical disability. Honors students also face a unique set of issues because of their multiple intelligence's and high abilities. First, their talents may be uneven such that they are highly talented in some areas and less talented in others. Second, some have experienced being different or isolated as they were growing up which can limit social and interpersonal development. Third, some have trouble balancing their pursuits as they may get captivated by their passions and intense curiosities. Fourth, some set such high expectations for themselves that they fall into perfectionism. Fifth, they may be very idealistic and have a strong set of values and yet be cynical and disenchanted with practical issues. Finally, some have achieved in some areas with limited effort leading them to procrastination in their work style. Faculty can adapt their interactions with Honors students, create assignments and provide advising that reflect their understanding of these characteristics of giftedness.
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What does it take for students to graduate with Honors?
Honors students must earn at least 30 units of Honors credit including a 6 unit Honors Thesis or capstone experience to graduate with Honors. Students who are admitted to Honors after their first year in college can have this requirement adjusted. The Honors College works closely with majors that have a capstone experience (e.g. engineering and architecture) so that this experience counts for the Honors Thesis requirements. Some colleges and departments have developed a series of courses that help students identify projects for the Honors Thesis (e.g. Eller College, College of Nursing, Psychology Department, Communication Department).
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How can students earn Honors credit?
Students can earn Honors credit throughout their UA education. Honors credit can be earned in:
- General Education courses. (Courses or sections number with H).
- Honors courses in the major or minor
- any undergraduate course. If a course is not offered for Honors credit, it can be turned into an Honors experience by using an Honors contract.
Click here for more information about contracting
- independent study.
Click here for more information about Independent Study
- Honors internships.
Click here for more information about Internships
- Preceptorships.
Click here for more information about preceptorships
- graduate level courses
Click here for more information about Graduate Level courses
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What is the format for an Honors course?
Honors courses are offered in a variety of formats: independent courses reserved for Honors students, larger courses with Honors discussion sections, and co-convened courses. The most preferable format for an Honors course is the independent course. This format tends to be smaller, encourages student-faculty interaction, builds a lively environment of discussion and collaboration among peers. The average size of an independent Honors course is 17. Honors discussion sections average 12 students. The expectation is that the faculty member leads or participates heavily in the Honors discussion section so that Honors students have an opportunity to interact with the professor. In co-convened courses, assignments and the weight of assignments in the grading criteria are different than for students in the non-Honors section. Again the expectation is that the faculty member will meet with the Honors students outside of class, much as she or he would do with graduate students in a co-convened graduate and undergraduate course.
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Can non-Honors students take an Honors course?
Yes, an instructor can use a drop/ add form and sign non-Honors students into an Honors course or Honors section of a course if:
- the instructor believes that the non-Honors students has the academic preparation and skills necessary for the level of work expected of honors students
- there are no Honors students on a waiting list for the course
Non-Honors students cannot receive Honors credit for independent study, internships, and preceptorships. Departments have course numbers for non-Honors students for these educational purposes.
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Why teach an Honors course?
Teaching an Honors course can be very rewarding. Typically, Honors students are high achievers who are committed to working hard and doing well in their classes. They enter their courses with stronger writing, communication, and research skills than many of their non-Honors peers. They tend to raise the bar for their peers, both Honors and non-Honors students, which makes the instructor’s job potentially more interesting and more rewarding.
Honors courses and sections tend to be smaller, which means it is easier to have student-faculty interaction than in other courses. Faculty can expect a higher level of knowledge and sophistication from their Honors students. This means that they can spend less time on the basics and focus instead on interpretation and application. Such Honors courses can produce the kinds of students who will become potential graduate students. Faculty in Honors courses have the opportunity to shape and prepare future scholars and researchers.
Honors courses offer an opportunity for faculty to try new pedagogies and develop new course material with a group of talented, motivated and engaged undergraduates. Faculty can experiment using an interesting or unconventional approach. Faculty can develop assignments that encourage creativity on the part of students or build collaborative projects that foster teamwork. These types of assignments may be easier to develop in a smaller, more focused Honors course than in a non-Honors context.
Honors courses do involve more work for faculty. First, there is a higher expectation for student-faculty interaction. Second, faculty will need to determine what experiences and assignments the student will do for Honors credit. Third, the faculty will need to determine in advance how these assignments fit into the grading scheme for the course. The Honors College expectation is that Honors students do work that is qualitatively different than that required for the non-Honors students and that this work should substitute for, not just add to, the other assignments.
Faculty also need to remember that Honors students vary in their academic preparation. High schools in Arizona vary greatly in the level of challenge and opportunities available for students. Honors, accelerated, Advanced Placement and International Baccalaureate courses are not available in all high schools. Faculty sensitivity to differences in opportunity and preparation. especially for first-year students, are important in assisting Honors students in meeting the expectations of an Honors education at the UA.
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