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
The shift in higher education toward outcome-based learning represents a significant opportunity for honors. By removing disciplinary boundaries related to teaching content knowledge, outcome-based learning increases opportunities for connecting student learning across courses within well-defined honors curricula. It also empowers honors students, many of whom are eager to take leadership of their educational experiences, to extend their learning in new ways. This essay presents an example of how drawing connections across honors courses within a curriculum creates unique opportunities for engaged, transformative learning and, unexpectedly, for the development of an honors program identity.
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