The following is based on the recommendations of the National Collegiate Honors Council, and the Fall 07 Honors Program Steering Committee.
1. The program director will work closely with each Academic Chair (or departmental committee in charge of Honors courses) to identify specific courses to be offered each semester based on program needs, transferability of the courses, and the targeted student population.Rationale: Course offerings ought to be attuned to the latter three factors so that the program itself is coordinated and coherent, and can serve the students’ current program of study as well as their transfer goals.
2. The program director will work closely with each Academic Chair (or departmental committee in charge of Honors courses) to identify faculty who could serve as Honors Faculty. Chief among the responsibilities of the latter would be a commitment to and identification with the program’s goals to support Honors students in their specific academic and professional development, including planning for transfer and preparation for major scholarships. Honors Faculty will responsible, together with the Director, for advising and mentoring Honors students assigned to them.Rationale: A successful and well-developed Program—one that addresses Honors students’ needs beyond simply offering a range of Honors courses—requires the active participation of its Honors faculty in the areas of advisement and professional mentoring. A sustained core of committed Honors faculty is crucial to the coherence, stability and ultimate longevity of the Program.
3. Faculty proposing to offer an Honors course should provide syllabi of both the non-Honors and Honors sections of the particular course in question, and be able to address the differences between the two.
4. Faculty proposing an Honors course should also be willing to provide course assignments and projects to the Director and committees associated with the Honors Program. These documents may include student work or projects, which will be used only with the permission of the students.
Rationale (for the latter two): The ability to review and share the Honors course syllabi, assignments and projects is crucial to the integrity of the Honors Program. These documents will be used to create standards and models for the program. As well, these documents will serve as supporting material in any discussions with four-year institutions to establish transfer agreements. Finally, these documents are crucial for external program evaluation.