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
Honors programs and colleges that seek substantial growth face a number of challenges. Two of the most prominent are maintaining a strong sense of community within the honors student population and finding sufficient faculty to teach honors courses. A different, but not entirely unrelated, challenge is presented by part-time students, some of whom may be excellent candidates for honors but whose outside commitments make it impossible for them to carry a full course load or regularly attend classes during business hours. In what follows, I will provide an overview of two honors courses whose design can help meet the two primary challenges, while the description of the second course also addresses ways to eliminate obstacles in welcoming and retaining part-time students. Both courses have been developed at Auburn University at Montgomery (AUM), a regional comprehensive university with a substantial number of first-generation, commuter, and part-time students and an honors program in the midst of a five-year plan to grow from forty to approximately 150 students.
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