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Honors College Faculty

Handbooks and Forms for Honors Faculty

Course Related Forms

Handbooks

Assessment Instruments

Honors Course Proposal Form

Honors College Faculty Handbook

Honors University Studies Assessment
Honors Contract Course Form Departmental Honors Handbook Honors 110 Seminar Assessment
Departmental Honors Withdrawal Form   Honors 210 Seminar Assessment

Departmental Honors 3 (DH-3) Form (PDF)

Honors 120 Seminar Assessment
  For Faculty Supervisor...

499 Honors Project Assessment completed by faculty mentor

or

click here for online version!

  For Honors Council 499 Liaisons...

Defense Reporting Form A

Defense Reporting Form B (AACU)

Guidelines and Background for Form B- fyi

Teaching Honors Courses at UNCW:  Faculty Opportunities

Tstudents and faculty at chancellor's househere are several opportunities to teach Honors courses at UNCW. All honors sections are limited to 20 students.

  1. Many faculty have already adapted a UNIVERSITY STUDIES class so that it can be taught "at honors level". The honors course section will cover the typical content of the university studies class, but will offer unique learning experiences, such as seminar format, extensive use of primary sources, more intensive laboratory work, or hands-on experience, etc. If a faculty member would like to propose an honors level basic studies course section, he or she may be eligible for a CTE Curriculum Development Stipend if this will involve substantial revision to the format of the traditional basic studies format.  An honors section basic studies class meets basic studies requirements.
  2. There are three types of Honors prefix SEMINARS- HON 110, HON 210, & HON 120.
    • HON 110 is a freshman seminar (3 hours credit) introducing the students to the idea of the university and what it means to be part of that community. The seminar explores the nature of knowledge. HON 110 is interdisciplinary and each section has a unique theme. This class requires group work, individual projects, and service. 
    • HON 210 is an interdisciplinary, often team-taught, sophomore level seminar (3 hours credit). The purpose is to investigate a special topic through a variety of disciplines. Some current seminars are: Spies and Fundamentalists; Nature: Science & Literature; Geography of Race Relations; Defining Art and Music; Exploration of Culture: Walking El Camino de Santiago; Scandinavian Literature: Ugly Duckling to Girl with  Dragon Tattoo.
    • HON 120 is a 1 hour enrichment seminar.  The purpose is to explore an area using a more "hands-on", direct experience approach.  Topics include:  Health & Wellness; Developing a personal Wilderness Philosophy; Observing Animal Behavior; Animals & Society; Wilmington Culture; The Strange World of Quantum Mechanics; Hypermedia Technology; Consciousness, Time & the Near Death Experience; Photography; and Exploring the Coast in Art & Literature.
    • HON 110 is only offered Fall semester;  HON 210 and HON 120 may be proposed for either Fall or Spring semesters.  Both HON 110 and HON 210 meet basic studies requirements.
  3. On occasion, we have offered honors level sections of existing upper level courses.  This class retains the departmental prefix but is designated as an honors section.  Again, this means that the teaching style is likely to be different from that used in the traditional section.  All honors scholars enrolled in the class would be eligible for honors level credit for the class and this would be designated as such on the transcript.
  4. Honors Contracts are another type of honors teaching experience.  In this class, the professor and the honors scholar student make a contract (similar to a DIS proposal) to add honors level experience(s) to an ongoing course, so that the student does "honors level work" in the class (but only that student does the work and receives the honors credit).  This may mean that the student engages in additional reading- such as primary sources- with additional or different types of papers for the class.  For example, the student might add a critique/analysis to a general class paper.  Or the student may learn a particular section of material well enough to make a special presentation to the class.  The student must earn at least a B (3.0) to receive honors level credit for the course (designated as such on the transcript).  Typically, 300 or 400 level classes are eligible for honors level contracts.  This can be a very unique learning experience for your best majors and a way for them to explore a particular content area in depth.
  5. Supervision of departmental honors (499) is another way to teach honors students. While only students formally admitted into the Honors College are allowed to enroll in the courses described above, any UNCW student with a 3.2 overall and 74 hours can enroll in departmental honors.  This is the student's introduction to scholarship in the major discipline area.  The faculty member will mentor a student through the process of defining a question to research or explore in a scholarly way; the process of conducting the project; and the process of presenting the work in a form appropriate for scholarship in the discipline.  Many faculty feel that this is one of the best ways that teaching and scholarship/research are combined.  Students register for 499 as three 2-hr credits or two 3-hr credits.  The 499 must be conducted over at least 2 semesters.  One of the semesters may be a summer session, but not both.

Honors Course Proposal Form.  This form must be approved by the department chair(s) before returning to Honors

Honors Faculty Advisory Council

The Honors Faculty Advisory Council is comprised of nine faculty members appointed by the Provost.

Current Members of the HFAC

Nominations are made to the Provost by the Faculty Senate Steering Committee which receives recommendations for members from the deans and honors director.  Six members come from the College of Arts and Sciences, and one each from the professional schools.  Ex-officio members are the honors director and associate director, director of the General College Advising Center, director of the Center for Teaching Excellence, chair of Academic Standards, the Provost or his representative, and the president of the Honors Scholars Association.  Members serve staggered three year terms.

The Council assists and advises the director on issues of curriculum planning, recruitment and retention of students, scholarship awards, program evaluation, and student concerns.  Members of the Council serve as the representatives of the Honors College on honors senior projects.  Faculty interested in serving on the Council should contact their dean or the honors director.


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