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Jordan Andersen presenting her research about "Chronic Pain in Pediatric Patients" at the 2014 NCHC.
Jordan Andersen presenting her research about "Chronic Pain in Pediatric Patients" at the 2014 NCHC.
    The Honors Curriculum is designed to allow academically successful, engaged students the opportunity to go into more depth than they would in non-Honors courses.  The small class-size leads to discussion-based learning and a better opportunity for students to get to know their professors.  Honors courses are also characterized by inquiry-based learning, wherein emphasis is placed on encouraging inquiry, rather than the memorization of answers.  Because the Honors Program is selective, our students have already proven their ability to internalize information and provide the "right" answers.  Instead, we focus on developing students' natural inclinations to be curious, and to explore new connections between information sources, topics, and disciplines.  

The Honors curriculum includes both Honors-exclusive courses, designed explicitly for the Honors Program, and Honors sections of pre-existing courses.  In both cases, however, Honors courses maintain small class-sizes and address at least three of the following five learning outcomes:

1.     Demonstrate critical thinking through reviewing multiple viewpoints on a particular issue, identifying strengths and weaknesses of each viewpoint, and synthesizing a new approach.

2.     Draw from multiple disciplines to address a real-world problem.

3.     Work with others to solve a given problem, during which students will demonstrate effective collaboration, consensus-building, and consultation.

4.     Students will take knowledge gained from experiential education activities to validate and evaluate hypotheses and theories.

5.     Students will engage with primary sources to draw original and context-specific conclusions.

Visit our Current Curriculum for more specific information about Honors Courses.

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