Setting up your course as Honors Optional allows individual students to select the Honors Option during enrollment. Through Honors Optional projects, interested students engage creatively and purposefully with course-related content and benefit from experiences that complement the standard syllabus.
General Structure
- All sections of a given course are either set up with an Honors Option or without the Honors Option for the term.
- You can review your class roster in Faculty Center to confirm which students, if any, have selected the Honors Option.
- Students can opt into the Honors Option at the point of enrollment and, if needed, make edits to their Honors Optional status through Course Search & Enroll through the term’s drop deadline.
- If a student needs to edit their Honors Optional status, you can share student-facing instructions on how to edit their Honors Optional enrollment status.
- The syllabus should outline an Honors Optional project or initial steps a student must take if they wish to earn Honors for the course.
- For large-enrollment courses, it often works best if a standard Honors Optional project is used for all interested students.
- For small-enrollment courses, instructors can choose to either have a standard project or develop individualized projects with any student who selected the Honors Option.
- If a students does not express their intent to earn Honors and discuss Honors requirements with you during the first two weeks of the semester, you could determine that they are unable to complete Honors expectations for the course and require them to drop the Honors Option.
Why teach with an Honors Option?
The Honors Optional designation supports the Honors curriculum without limiting student access to a course or requiring the faculty instructor to commit to a weekly discussion section. Honors Options provide curricular flexibility for students pursuing Honors in the Liberal Arts and may be a critical path to earning honors credits for Honors in the Major curricula. If you are open to supporting more than the occasional student seeking honors credit in your course, using the Honors Optional designation will allow you to proactively set expectations and streamline the administration of honors (avoiding individual Green Sheet proposals).
What can make for a meaningful Honors Optional experience?
Honors Options should facilitate enrich the student’s academic experience and increased student-faculty interaction without causing an undue burden on either side. Meaningful experiences could incorporate:
- Interactions with and reflections about academic talks, reading groups, or relevant campus events that supplement course goals
- Application(s) of course content to outside problems or areas of interest
- Connecting with appropriate primary and secondary literature and research questions that could not be prioritized in the regular syllabus
- Use of less traditional assignment formats, such as a creative writing piece, a performance, or a media project
Honors Optional Best Practices
- Include information in the syllabus about the Honors Optional project requirements and how students taking the course for Honors Optional credit should connect with you.
- Suggested phrasing: “Students pursuing an Honors degree may take this course for Honors Optional credit. Students should add or drop the Honors Option by following the steps outlined on the Honors Program website as soon as possible. To earn Honors credit in this course, students will be required to …”
- Identify which students intend to earn Honors Optional credit as soon as possible, both to build community and to prompt necessary enrollment updates.
- The class roster in your Faculty Center will indicate which students have selected the Honors Option for their enrollment.
- Create an opt-in opportunity for students pursuing the Honors Option to meet each other early in the semester. For example, you might invite Honors-seeking students to briefly stay after class in the first or second week to talk through the Honors project requirements and exchange contact information with other Honors students in the course.
- Spread the Honors Option throughout the semester.
- Early in the semester, require a low-stakes Honors assignment so that students enrolled in the Honors option can demonstrate their engagement.
- Use early- to mid-semester deadlines as an opportunity to remind students who are not committed to completing the Honors work to remove Honors from their enrollment.
- When feasible, utilize group projects so that Honors students can collaborate and learn from one another.
- Projects do not require additional prior experience or skill the subject area.
- This guidance reflects the fact that the Honors in the Liberal Arts program requires students to take Honors coursework in areas that may be outside their primary areas of academic interest.
- If you are uncertain whether your course may also contribute to Honors in the Major requirements for certain majors, please check with Honors staff or your program’s student services coordinator.
Honors Optional Project Ideas
- Read selections from journals or a novel that helps students dive deeper or make new connections to course themes. Faculty meet with students multiple times during the semester to discuss these readings
- Connect current topics in the news to course material. Students discuss their findings with faculty and/or share their reflections in the form of biweekly blog posts or podcast recordings
- Identify a research question or topic related to the course and write an 8-10 page research prospectus. (The research prospectus helps students develop research literacy without requiring all steps of a research project in one semester.)
- Assist in activities and/or community service projects related to course topics
- Attend lectures, films, or departmental colloquia on a topic relevant to the course and write reflections or propose their own hypothetical event/lecture/film
- Compare a theatrical or film production of a novel or play to the original story, or compare an interpretation of an event or person to reality
- Visit laboratories or clinics to observe ongoing research and interview local experts or alumni in the field
- Visit museums or sites and discuss what they learned about both the content and its presentation
- Identify a topic in the syllabus that is of particular interest and lead or co-lead a related class session
Grading Policies
Guiding Principle
- The Honors Program’s guiding principle for grading, affirmed by the Faculty Honors Committee, is that no student should be disadvantaged through having undertaken (or attempted) an Honors project.
- In practice, this means that Honors Optional work should be separate from graded components of the course and not factor into the student’s final letter grade.
- Honors credit is earned on a satisfactory/unsatisfactory basis.
- In all cases, faculty are encouraged to clearly articulate grading policy in their syllabi and explain at the beginning of the semester.
Assignments
- Honors Optional work should be separate from graded components of the course.
- Honors credit is earned on a satisfactory/unsatisfactory basis. Check-ins and qualitative feedback at various stages of the semester is encouraged.
- We discourage connecting Honors credit with a longer version of an otherwise assigned paper/assignment, since it may not be possible to identify what the grade for such a submission would be if the student had not been attempting Honors.
Final Grades
- Your final grade roster in Faculty Center will indicate for each student whether they are enrolled with the Honors Option selected or not.
- By assigning a final grade in Faculty Center, you are confirming the student’s Honors status for the course.
- If there is a mismatch between the student’s Honors status in the roster and whether they successfully completed the Honors Optional work for the course, submit an Honors Optional Selection Change: Instructor Form. A mismatch is present when:
- Student has Honors Optional selected with their enrollment, but did not complete the Honors Optional work in a satisfactory way.
- Student completed the Honors Optional work in a satisfactory way, but does not have the Honors Option selected with their enrollment.
- Note that non-L&S students should communicate directly with their school/college’s academic deans’ office about late changes to Honors. The student may be asked to generate and submit a Course Change Request through their Student Center.
Q Grades
- If you need to submit grades before an Honors Optional mismatch can be addressed, you can submit the temporary final grade of “Q” (for “Question”).
- You will be prompted to update the “Q” grade to the final letter grade after filling out the Honors Optional Selection: Instructor Form.
- Students cannot graduate with the temporary “Q” grade.
A goal of the Honors Program is to reduce the need for late Honors Optional changes and Q grades. You can support this by communicating with students about their Honors enrollment status and the need to commit to either completing or not completing Honors Optional work by the term’s drop deadline. Earlier course-specific deadlines are possible, as well.
B or Better Rule
- Students must earn a final grade of B or higher in an Honors course in order for the course credit to count towards an L&S Honors degree requirement. This is true for all types of Honors courses and for all L&S Honors degree tracks.
- If a student completes Honors Optional work in a satisfactory manner but earns a final grade below a B, it is still appropriate for the Honors Option to appear on their academic record, since they completed the Honors-specific work. However, due to the B or better rule, DARS will not apply the course credits toward Honors-specific degree requirements for that student.
Student Perspectives
- “Obtaining an Honors Degree in the Liberal Arts has complemented my undergraduate education by providing enriching academic opportunities that have increased the breadth of my education and deepened my intellectual engagement in many classes. For example, when taking a Cellular Biology course, I completed an additional Honors project on the topic of cancer. After learning about the cell biology of cancer in class, I researched the history of cancer treatment and examined the social implications of cancer. This was a meaningful project for me as it compelled me to make interdisciplinary connections between science and society, a skill that will benefit me in my future endeavors.”
- “My Honors experience was a constant reminder to challenge myself to go beyond the assigned lectures and reading. Completing extra projects in Honors-designated courses somehow made me want to go beyond the syllabus in all my other courses.”
- “Being a part of Honors has been a great way for me to go beyond my major and learn about the diverse educational options that UW-Madison offers. It was a great way to get to know your professors better and dive deeper into classes by completing the end-of-semester honors projects. My Honors experience has taught me that I want to continue to be a lifelong learner outside of college.”
Contact Us
We are eager to support you at any stage of developing or teaching an Honors course. We would also love to hear and share your ideas of what has worked well while teaching an Honors course!
Email Christine Evans, Associate Director of Advising and Curriculum, at cmevans3@wisc.edu.