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Honors College
1910 University Dr
Boise, Idaho 83725-1125

Office: (208) 426-1208
Fax: (208) 426-1247

Honors College

Information for Faculty

Boise State University Honors Core Class Criteria

The Honors College has defined the following criteria for Honors “Core” Classes:

1. Class Composition: Students who participate in Honors classes have met specific criteria. They are members of the Honors College, and thus have achieved a 1200 composite SAT score, a 27 ACT score, and a minimum 3.5 cumulative grade point average in high school.
2. Class Format: Honors Core Classes involve much more student discussion and student-faculty interaction than “standard” core classes. They are offered in a seminar format and model, to some extent, a graduate seminar for undergraduates. Students should be encouraged engage in through discussion, critical reading, writing, laboratory experience, and research. Oral and written expression should be a major part of the Honors experience.
3. Class Rigor: Honors Core Classes should demonstrably stretch student intellects. Classes should develop student proficiency and fluency in oral and written expression as well as critical thinking/analysis. To the extent possible, students should synthesize ideas and build conceptual frameworks. Those goals may be reached by thoughtful and organized discussion of assigned reading, student presentation of material, and frequent writing assignments. Honors classes should never be viewed as simply involving more work when compared with a regular class. The emphasis in these classes should be on exploring the subject matter a little more thoroughly, and on dealing with the course material in a way that smaller numbers permit.
4. Interaction: The small class format permits instructors to get to know the students better. The nature of the interaction is left to the discretion of the instructor. Typically, however, Honors students have a closer relationship with their Honors instructors than with other professors, and look to them as role models, for above average amounts of evaluation, for more consultation, for a greater amount of insight into the professor’s research interests.
5. Mentoring: Faculty should “teach their passion” and demonstrate their love of teaching, mentoring, and nurturing gifted students. We want to convey to the Honors student the excitement that first motivated each of the faculty to involve themselves in their discipline. We also want to draw the student as far as possible into the general field of study that is being pursued in the class. Honors Core Classes should incorporate critical components of a particular discipline, and students should be made aware of that discipline-specific methodology and how it relates to any intellectual exercise.
6. Faculty Research: If possible, faculty should incorporate their own research or creative activity (either published/exhibited or in progress) into Honors Core Classes.
   Faculty should encourage students to become involved in research projects with the faculty member, and to identify students with whom the faculty member can establish a long-term academic/research relationship.

Things Faculty Can Do to Turn a “Regular” Course Into An Honors Course

1. Writing Instruction and Assignments: Honors courses are generally both reading- and writing-intensive. Therefore, it is appropriate to include numerous writing assignments of varying lengths and types, including, but not, limited to:
• formal analytical essays ranging from 5 to 8 pages in length;
• literature critiques
• course preparation material
• assignments that have students explore a particular topic, answer a specific question, or accomplish particular objectives set by the instructors
• Other components may include small group work and write-ups, oral presentations, or community service components that tie in to class concerns; and
• revisions of any or all of the above.
  
  The goal here is to provide more in-depth treatment/ or different ways to explore the material rather than just MORE or LONGER assignments.
2. Out-of-class Assignments: Have students participate in out-of-class activities that extend class concepts. These might be lectures, arts events, tours, etc. Have students prepare a brief oral presentation for the class about the relevance of the activity to the class.
3. Oral defense: Have students participate in an oral defense of a project for class. This defense might be with the professor only, or with other students.
4. Debate & discussion: Create a series of point/counterpoint discussions in your class that model a formal debate.
5. Discussion Leaders: Have students prepare, in writing, questions or comments relevant to course material and lead class discussion.
6. Online discussion group: Have students engage in an online discussion group. Post topics for discussion and facilitate so that students stay on track with course content. They might also create an online discussion for the class, where they serve as facilitators for the discussion.
7. Teach a lesson: Have students take responsibility for teaching a chapter, a concept, or a method. Students should practice with professor first to ensure their understanding.

Honors 392 Seminar Series Goals and Characteristics

1. We encourage Honors seminars on special topics, developed by Boise State University faculty as appropriate.
2. Seminars are limited to 25 students. Ideally, seminars are limited to Honors students. We recognize, however, that faculty may wish on occasion to admit other students. We encourage faculty to look especially to students with strong academic records, special expertise and/or with exceptional motivation in the area.
3. Seminars ought to include a significant research component and/or artistic endeavor. They should promote student initiative and disciplined practice.
4. Faculty should be able to expect high quality in all student work. Faculty should be able to use texts/materials that are especially challenging.
5. We encourage courses on more experimental topics, or conventional topics with more experimental course designs.
6. We encourage courses that feature multiple intellectual and/or disciplinary perspectives. We encourage courses that are team-taught.

Faculty

The Honors College recognizes those who currently teach (and who have taught) in the Honors College as “Honors College Faculty.”

Current and Former Honors College Faculty: