Students

Honors at Reynolds

Faculty Resources

This page contains resources for faculty pertaining to the Honors Program at Reynolds. Click the links listed below for more information. 

Faculty Certification Plan for Honors

FAQs Faculty

Faculty Applications to Teach Honors

Honors Resources for Faculty

Overview for Students (power point)

Faculty Certification Plan for Honors

Faculty teaching within the Honors Program require support and resources to create the academically challenging courses that comprise the program’s curriculum. The following recommendations are built on models of faculty development programs at other colleges. 

Both full-time and adjunct faculty may apply to teach honors courses. Faculty will be required to submit course proposals to the Honors Program Committee for review before teaching. Academic deans will make final decisions regarding teaching assignments for honors course sections. Completion of honors teaching certification is not a guarantee of assignment to teach honors sections.

Recommendations

  1. Prior to teaching their first Honors class, faculty will be required to complete the two Foundations of Honors courses: Honors at Reynolds  (HON 101) and Best Practices in Teaching and Learning within Honors (HON 102). Descriptions of these courses are provided below.

  2. Faculty who complete the Foundations of Honors courses will be certified as Honors Faculty. 

  3. After the completion of the two Foundations of Honors courses, faculty will be required to complete a minimum of two additional courses, in the first two years that follow the implementation of their first Honors class or Honors contract class. Faculty will select from the Pedagogy of Honors course list. Descriptions of these courses are provided below.

  4. Faculty who complete two of the Pedagogy of Honors courses will be certified as Senior Honors Faculty.

  5. Faculty teaching within the Honors program will meet at least once each semester for a Review of Honors Roundtable.

  6. Scheduling of these faculty development courses will be managed through the Center for Faculty Engagement. Tracking of course completion and issuance of certifications will also be managed by the Center for Faculty Engagement. Faculty training results will be reported to the Academic Deans and the Coordinator of the Honors Program. 

For more information on current faculty development courses and courses descriptions, please see the Center for Faculty Engagement website. To access documents from the HON 101 & 102 workshops, please see the Center for Faculty Engagement SharePoint site (this link will first prompt you to log in to Share Point).

 

Faculty Applications to Teach Honors

Faculty may submit applications for proposed Honors courses and contract courses here:

Submit a Course Proposal for a designated Honors course [MUST have completed HON 101 workshop]

Submit a Contract Proposal for an Honors contract [MUST have completed HON 102 workshop]

 

FAQs for Faculty

 

  1. Who can take honors courses?
    Designated Honors courses are open to all qualified Reynolds students. Students who have not yet been admitted to the Honors program are asked to complete an Honors Course Permission form in order to register for a designated Honors section. Approved students must meet the Honors qualifications.

  2. How are Honors courses different from their counterparts?
    Designated Honors course sections are taught from an Honors syllabus that encompasses the 4 foundational pillars of the Honors program, as well as the discipline-specific learning outcomes. Certified faculty may also offer course contracts to individual Honors program students within a non-honors section; contracts provide Honors students with a sequence of assignments and activities that meet Honors requirements within a traditional course.

  3. What are the benefits of honors courses?
    Honors courses feature smaller class sizes; a community of highly motivated, dedicated students and faculty; challenging and in-depth coursework; faculty mentorship and innovation; increased opportunities for student collaboration and leadership; as well as opportunities for experiential and service learning.

  4. Who can teach Honors classes and how do faculty apply?
    All faculty, full time and adjunct, can apply to teach Honors courses. Faculty must complete 2 professional development workshops, Honors 101: Honors at Reynolds and Honors 102: Best Practices in Teaching and Learning within Honors to be eligible to apply for Honors teaching assignments. After completion of Honors 101, faculty may submit an application which will be available on the Honors webpage. Faculty must also submit a proposed syllabus or an Honors course contract template for review by the Honors Program Committee. Final decisions about teaching assignments are made by the respective academic deans.

  5. When are the workshops being offered and how do faculty sign up?
    The schedule for upcoming Honors workshops can be found on the Center for Faculty Engagement website. Faculty can sign up through the CFE or by contacting Dr. Ghazala Hashmi, CFE Coordinator at ghashmi@reynolds.edu.

  6. When do Honors classes begin?
    Honors classes are scheduled to begin in the Spring Semester of 2016.

 

Resources for Faculty

Opportunities for Submission of Student Work

The following document contains a list of conferences and journals that accept undergraduate work. Consider encouraging your students to design projects and papers with publication and/or presentation in mind. 

 

Honors Organizations

Virginias Collegiate Honors Council vchc.net

National Collegiate Honors Council nchchonors.org

Southern Regional Honors Council srhconline.org

Honors CFE Workshop Materials

HON 101: Introduction to Honors: Readings

HON 101: Best Practices for Honors Proposal and Contract Design

HON 101: Faculty Resources & Recommended Readings

HON 102: Interdisciplinary Course Design Resources

NCHC Monograph Series 

A Handbook for Honors Programs at Two Year Colleges (2006) Ed. Theresa A. James, South Florida Community College. Available through Digital Commons@University of Nebraska-Lincoln. 

Teaching and Learning in Honors (2002) Ed. Cheryl Fuiks and Larry Clark. Available through Digital Commons@University of Nebraska-Lincoln. 

Honors Composition: Historical Perspectives and Contemporary Practices (2003) Ed. Annmarie Guzy, University of South Alabama. Available through Digital Commons@University of Nebraska-Lincoln. 

The Other Culture: Science and Mathematics Education in Honors (2012) Ed. Ellen B. Bucker and Keith Garbutt. Available through Digital Commons@University of Nebraska-Lincoln. 

Place as Text: Approaches to Active Learning (2000) by Berenice Braid and Ada Long. Available through Digital Commons@University of Nebraska-Lincoln. 

NCHC Monograph Series Bibliography. Available through Digital Commons@University of Nebraska-Lincoln. 

NCHC Honors in Practice (articles) 

Networking an Honors Community out of Fragmentation (2009) by Karlyn Koh, John Chafee, Edward Goodman. LaGuardia Community College. Available through Digital Commons@University of Nebraska-Lincoln. 

Honoring Experiential Education (2009) by Debra Holman, Tony Smith, and Evan Welch, University of Northern Colorado. Available through Digital Commons@University of Nebraska-Lincoln. 

To Discuss or Not To Discuss: Integrating Pedagogies for Honors and Mathematics (2010) by William Griffiths, Nancy Reichert, and L. R. Ritter. Available through Digital Commons@University of Nebraska-Lincoln. 

NCHC Honors in Practice Consolidated Bibliography (vols. 1-10, 2005-2014).  Available through Digital Commons@University of Nebraska-Lincoln.