The Honors curriculum consists of twenty-five Honors credits. Of these,
The Honors curriculum is delivered via a combination of approaches. Each student chooses a combination that best meets his/her individual needs and interests:
The Honors curriculum has integrative, collaborative, and individual elements, resulting in a personalized Honors learning experience for each student.
For example, the cluster “Cross-Cultural and Psychological Perspectives on the Human-Animal Relationship” integrated Anthropology and Psychology courses. The cluster “Performing Music, Performing Identity: The Evolving Role of Music in Culture” integrated English and Music courses. Honors students in clusters are encouraged to use their cluster projects as a basis for proposing presentations at national and regional Honors conferences, for which the Honors School provides generous support.
In general, Honors School theses tend to be disciplinary (solidly within a major field) or interdisciplinary (combining major fields). A disciplinary thesis may apply some current method or approach to some new subject matter, or may apply a recent method or approach to old subject matter. An interdisciplinary thesis may apply one discipline’s method or approach to subject matter thought of as being in another discipline, or may integrate methods or approaches from two or more disciplines and apply them to subject matter that may be thought of from the perspective of both disciplines.
To graduate from the Honors School and to have that status noted on the transcript and diploma, a student must: