Honors Course Instructor FAQ's
Teaching an Honors Conversion
How do I grade a conversion?
To a certain extent, the conversion project and the class grade are separate things. The conversion project should not affect the final grade a student receives in the class. The goal of assessing the conversion project is to determine whether or not the student’s work is satisfactory at the honors level and so warrants honors credit. An incomplete project or an unsatisfactory project would result in no honors credit being granted, but wouldn’t affect the final course grade. However, the student must earn a grade of B- or better in the course before the conversion project is even considered for the awarding of honors credit.
Do I need to treat a student doing a conversion differently in the classroom?
Only as directed by the conversion project. If the project involves out-of-class work, then no changes should need to be made to class time. If the project involves in-class work, then changes would need to be made to accommodate that assignment.
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Teaching an Honors First Year Seminar
If I teach an Honors First Year Seminar can I choose the topic?
Absolutely! The content of the INTD 1784 course is completely at the discretion of the faculty member. Some faculty choose to teach on a topic they are passionate about but is outside of their normal academic teaching. Others pick their research area as the class topic, knowing that they can bring cutting-edge information to students. Still others have used INTD as a “testing ground” for trying out topics and ideas for new courses. Essentially the course should be something you love to talk about so that you can share that enthusiasm with your students.
For how many credits does an Honors First Year Seminar count?
Students receive one credit for a class that meets two times per week (typically Monday/Wednesday or Tuesday/Thursday). The faculty member picks the day he or she prefers to teach. The facilitators and students will attend both days, but the faculty member only attends the day he or she is scheduled to teach. If scheduling issues arise (say a conference taking a faculty member out of town on a Tuesday), the faculty member could switch days with the facilitators for that particular week.
What are the expectations for course content and assignments?
As with course content, the assignments for the course are at the discretion of the faculty member with one caveat – no exams! This course is about process, not content. We expect students to learn material, certainly, but we do not expect them to master material in a one credit course. Removing the pressure of examinations (especially for Honors students) also makes students more willing to stretch themselves and try topics that they otherwise might not out of apprehension of GPA ramifications. The Honors staff is more than willing to assist faculty in formulating assignments and assessments that will allow you to grade a student’s performance without quizzes and examinations. Past faculty members have successfully used reflection papers, journals, the leading of discussion on assigned days, small research projects and in-class presentations, and participation (in both class days) as ways of evaluating student performance. Above all, the grading for this course should be manageable and appropriate for you and your students given that this is a one credit course. Quality assignments are far better than quantity.
The student facilitators can help with some grading (journals or reflection papers, perhaps), but they CANNOT be responsible for reviewing and assigning grades to the bulk of the coursework for faculty. Because they are undergraduate students, it is imperative that the grading and final grade for the course be assigned by the faculty member.
Is there remuneration available for teaching one of these courses?
Since the INTD 1784 course is taught as an overload by faculty, each INTD 1784 Faculty Fellow receives a $1000 stipend. Many faculty choose to use some of this money for the students and the class itself in the form of trips to the Dairy Bar, an end-of-the-semester pizza party, copies of the assigned books, DVD’s to show in class, or a field trip. The funds can also be used for faculty professional development (e.g. travel to a conference or to conduct research, assuming no ban on out of state travel, membership fees, subscriptions, or research consumables).
I’d like to teach an Honors First Year Seminar. Who do I talk to?
Any faculty member interested in teaching an Honors INTD 1784 class can contact either Dr. Jennifer Lease Butts or Dr. Lynne Goodstein. We typically recruit faculty in mid-fall and very early spring for the following fall semester (INTD 1784 is ONLY a fall semester course), but we are also happy to talk to faculty about reserving a spot to teach in future years as well.
Can I see an example of a current Honors First Year seminar course – the assignments, the content, the grading system?
Absolutely! The Honors office requests copies of syllabi from INTD 1784 faculty each fall, and they are all available electronically. You can contact either Mrs. Marlene Coughlin or Dr. Jennifer Lease Butts for copies of syllabi at any time.
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The Thesis Itself
What is a Thesis?
A piece of research, scholarship, or creative activity. Thesis work can be done in conjunction with a faculty member, as part of a research team, or in collaboration with other students. Students should gain subject matter expertise in this culmination of their major course work or course work in a related area. The thesis can take many forms, depending on the field and student interest. These forms include, but are not limited to, critical or textual analysis or interpretation, a creative performance or exhibit, a business plan, an original creative product (e.g. sculpture or music composition), laboratory or field research, a case study, or a novel or collection of short stories.
How long does the thesis have to be?
Click to link to Thesis requirements.
Does the thesis have to be in a student’s major?
No. A student can do work outside of the major in a closely related area if doing so is approved by the student’s honors advisor.
Does the thesis advisor have to be an honors advisor? If so, could the honors advisor be someone who is an honors advisor but not the student’s honors advisor?
No, the thesis advisor does not have to be an honors advisor. The thesis advisor must be an UConn faculty member. A professional, adjunct, or TA could work with a student but could not act as the thesis advisor.
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Thesis Courses and Credit
Of the 12 credits a student needs to take in order to graduate as an Honors Scholar, how many should come from thesis work?
Students must earn a minimum of three credits resulting from work that culminates in an honors thesis.
What are the credit bearing options for thesis work?
The type of course and method of course delivery is determined by each academic department. Examples include thesis W courses, independent studies, and senior project or capstone courses.
What would the expectations be for such a class?
The Honors Program has no specific expectations for a thesis class, but each department may have its own. It’s best to check with the department’s honors advisor.
Who should be the instructor of record for the thesis class – anyone in the department, the honors advisor, the thesis advisor, someone in another department, a professional?
The thesis advisor is generally the instructor of record.
Can a student do work off campus and get credit for the thesis?
Sometimes students work with a researcher not affiliated with UConn or with a faculty member from the UConn Health Center. This person can advise the student on his/her research, but the student must locate a full-time faculty member to serve as the “official” faculty thesis advisor. This person should consult with the off-campus research advisor about the student and would be responsible for mentoring the student through the thesis writing process.
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Honors and the Major
For my junior and senior honors students, what types of classes might be good to designate as honors so they don’t have to convert courses?
Classes that the department has designated as required for the major. Other options might include something like a seminar that prepares students for the thesis.
Do the 12 honors credits required to graduate as an Honors Scholar have to be in the student’s major?
Click to link to graduation requirements.
Can you be honors in two majors?
Click to link to Advising double Honors majors.
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Sophomore Honors
I don’t completely understand Sophomore Honors. Could you please give me some more information?
Click to link to Sophomore Honors information.
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Honors Students: Characteristics, Needs, and Experiences
What is an honors student?
Honors Program candidates are expected to have superior academic ability as demonstrated by a rigorous high school curriculum, excellent scores on the SAT or ACT, and evidence of leadership and extracurricular involvement. On average, first-year Honors students have combined scores of about 1400 (excluding the writing component) on the SAT (32 on the ACT) and a class rank in the top five percent. Honors students enter the University with majors in every school and college.
Do they have special needs I should know about?
Be accessible and perform routine advising tasks such as raising bars, giving advice about course selection, assisting with registration, and giving advice about Honors Program requirements.
What are the benefits they receive?
click to link to the Advantages of being an Honors Student
What’s the value of being in Honors?
The Honors Program is worthwhile because of the vast academic opportunities available to students. These opportunities not only enhance the college experience, but also provide lifelong skills. In addition, the Honors Program strives to maintain a supportive community that encourages not only academic success, but also friendship among students and positive interaction with faculty members.
What kinds of things do honors students do after they graduate?
See page two of the Honors Program Fact Sheet.
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Honors Students: Faculty Interaction with and the Benefits of
I know that I might have advisees who have different types of scholarships. What does that mean to me?
Most Honors students receive some type of merit aid. The largest number have the Academic Excellence or Leadership scholarships for half or full tuition. Some scholarships bring with them money for students to fund research or other enrichment opportunities. These include Presidential Scholars, Rowe Scholars, and University Scholars. The most prestigious scholarships, offering full tuition and room and board, are the Nutmeg and Day of Pride, awarded to CT residents nominated by their high schools. Day of Pride Scholars come from disadvantaged backgrounds and may benefit from extra mentoring. Click for more information about the various scholarships.
What enrichment opportunities might I encourage a student to get involved with?
How do I benefit from working with an honors student?
Tangible benefits include some funding brought by Honors students through grants and scholarships that might support your research, and assistance to you in conducting your, and your graduate students’, research. Some faculty enjoy the opportunity to inform Honors Program policy through serving on the Honors Board of Associate Directors or are honored by being nominated for the Honors Faculty Member of the Year Award. The less tangible benefits include opportunities to: develop or teach honors courses to bright and engaged students; advise and get to know on a personal level some of the most interesting and thoughtful students at UConn; and enjoy the process of guiding new researchers as they make the transition from student to scholar through the Honors thesis process. back to top
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