Date of this Version
Published in Breaking Barriers in Teaching and Learning, edited by James Ford and John Zubizarreta. National Collegiate Honors Council Teaching and Learning Monograph III (2018), 254p
In this chapter we describe the design characteristics of a professional development course about honors teaching. We claim that the principles of learning and teaching in honors are also applicable to the design of a course for honors faculty.
The context of our research is Utrecht University in The Netherlands, a large and high-ranking research university that offers undergraduate and graduate programs in a wide variety of academic disciplines. Dutch higher education does not have a longstanding
tradition in honors; Utrecht University was among the first research universities that started experimenting with honors programs in the 1990s. The rationale was to offer extra challenges and space for experimentation to high-performing and motivated students. Honors developed rapidly, and today Utrecht University has a university- wide honors program as well as honors opportunities for students in all schools and departments.
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