National Collegiate Honors Council
Date of this Version
2007
Abstract
This paper is a case study in teaching archaeology as part of an honors curriculum. It uses the example of one course, The Legacy of Ancient Technology, and the general goals of an honors program to examine how discipline- specific knowledge can be taught to non-majors. This paper explores the differences between students learning about a field of study versus those learning to become practitioners in a discipline. It posits that courses can be successfully built from a disciplinary foundation and still serve a diverse body of honors students when seminars focus on non-foundational knowledge, collaborative learning, and a discipline’s existing attempts at public outreach.
Comments
Published in Honors in Practice, volume 3. Copyright 2007 National Collegiate Honors Council.