Western Kentucky University
University Honors Program
Desirable Features of an Honors Colloquium
"The most rewarding honors courses for me so far have been the Colloquia. I have learned more from these classes than all other Gen Ed. courses combined ... Smaller classes and more discussion have opened the door to learning for me, especially in subjects outside of my expertise." (WKU Honors Student, April 2006)
Honors Colloquia bring the form and style of a small, collaborative seminar to Honors College students for a challenging and distinctive academic experience. There are four key ingredients that make Honors Colloquia qualitatively different from other courses offered in the Honors College and at WKU: an emphasis on active discussion rather than lecture; critical‐thinking‐based writing assignments rather than exams and quizzes; the use of primary documents instead of textbooks; and an innovative, interdisciplinary subject matter. With these distinct features, an Honors Colloquium will challenge and engage students with the course material, with the professor, and with one another, for a unique academic experience that is at the heart of an Honors College education.
Active discussion instead of lectures:
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A key difference between Honors Colloquia and a traditional course is that discussion is used as the primary method of instruction, rather than lectures, in order to promote active learning and meaningful dialogue between fellow students and between the students and professor.
• Colloquia should have an adventurous air of joint discovery where a professor takes the lead in shaping the discussion, but students actively participate in discussing and debating the material. Strategies for promoting active learning include class discussions, debates, simulations, group work, experiments, case studies, field work, etc. For example, a strong colloquium course can include a set of readings on both sides of a contentious issue that engenders debate and discussion across a wide spectrum of positions. Lectures should be kept to an absolute minimum.
Critical thinking‐based writing assignments rather than exams:
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Assignments should encourage analysis, application, inquiry, and synthesis rather than rote memorization. When possible, writing assignments should be employed as the method for students to express their understanding of the course material.
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The key is to encourage a sophisticated engagement with the material that is unlikely through memorization and exams but is fostered by written assignments. Colloquia do not include exams or quizzes as part of the course grade. With regard to assessment, the focus of a colloquium should be on quality of writing assignments, written or oral debates, presentations, group work, participation in discussion, etc.
• For a 1.5 hr colloquium, it is suggested that each student write approximately 10‐12 pages of original content, with 20‐24 pages being appropriate for a 3 hr colloquium. This page total may be reached through frequent short assignments or longer assignments. These are, of course, just guidelines, so there is a fair amount of latitude on the types and length of assignments based on discipline.
Primary sources instead of textbooks:
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Readings should come from primary sources, rather than textbooks, whenever possible. Reading primary sources stresses “close reading” skills and encourages sophisticated critical thinking far more than pre‐packaged, second‐hand information explained in textbooks.
• Just as colloquia encourage students and professors to engage in dialogue with one another, by reading primary sources, students connect with the key ideas of the course on their own terms, are more likely to think critically about them, and can better understand them in all their complexities and nuances.
Innovative, interdisciplinary subject matter:
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Colloquium courses should be themed on creative interdisciplinary topics. The overall theme/topic of a colloquium course should be accessible to all majors, regardless of the college from which the colloquium course originates.
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We encourage 1.5 to 3.0 hour colloquia; thus we encourage faculty to co‐facilitate a three‐hour colloquium, with both faculty receiving 1.5 hours of credit. This is particularly encouraged for professors teaming from different disciplines to develop an interdisciplinary colloquium.
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The theme/topic of the colloquium course should not be found anywhere else in the WKU curriculum. Equally, colloquia topics should be distinctive from one another and avoid repetitious offerings.
• Readings should be interdisciplinary and from a variety of perspectives.
For Further Consideration:
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Many students develop their Honors Capstone Experience/Thesis from their colloquia. Ideally, the interdisciplinary subject matter, stimulating activities, and rigorous writing assignments will serve as a catalyst for CE/T projects.
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The professor typically serves as a facilitator, rather than the sole expert. The professor should share in the learning process with the students. Rather than relaying information to students as in a typical lecture course, the professor and students can work together to set the pace and direction of the course.
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The professor should model methods of learning, thinking, and discovery. The professor can help students to become lifelong learners by revealing that he or she is continually learning and staying actively engaged within his or her discipline and the broader culture of academia. By modeling methods of learning, thinking, and discovery, the professor is not only teaching the students more about his or her discipline, but is also teaching the students about he process of scholarship.
• Colloquium courses should have no prerequisites. The only prerequisites for colloquium are good standing in the Honors College, sophomore standing and/or permission of the instructor.