The Honors Learning-by-Contract option provides students with a means of earning honors credit for a regular (non-honors) course. Students who pursue the contract should be strongly engaged in the course’s subject matter and approach, and committed to doing considerably more work than is required of other students in the course, including written components, presentation of their work, and regular meetings with the faculty member about their progress.

The main goal for the HLBC is to develop a semester-long project or series of tasks that equate to at least 30 and up to 45 hours (at least two hours a week) of value-added Honors work. The proposal must present a set of assignments or approaches to learning that is the equivalent of making the entire course into an Honors experience for the student, and run for the entire length of the semester.

HLBC proposals are to be uniquely designed for every student. The student and faculty members are to work together to ensure that the proposed sequence of study is original, properly intersects with the course, and provides an interdisciplinary and unique set of outcomes.

Thus the proposal design should put forth assignments or tasks that effectively transform the course, are substantive, and require concrete submissions or performance elements to be completed at specified intervals.

Apply for an HLBC

In order to propose an HLBC and get it approved, a student must take several steps, all of which must be completed in a timely manner. Late applications and late submissions will not be accepted, under any circumstances. Please read both the “Polices” and “Guidelines” sections below, before applying.

Honors Learning-by-Contract Policies

Guidelines for Developing an Honors Learning-by-Contract Course

Honors Learning-by-Contract Proposal Forms for Fall and Spring semesters are due by the end of the second week of classes, and for Summer semesters by the end of the first week of classes.

Honors Learning-by-Contract Timeline

This is the actual, Honors Learning-by-Contract (HLBC) Proposal Form. Please make sure to fill it out thoughtfully, completely, and in consultation with the faculty member. Every project must include some sort of public scholarship or presentation to a broad audience (not just the faculty member).

Honors Learning-by-Contract Proposal Form

Once your project is complete, you must reflect upon both the process and experience. Honors Learning-by-Contract Evaluation Forms are due by Reading Day of Fall and Spring semesters and by the last day of class for Summer semesters.

Honors Learning-by-Contract Evaluation Form

Any student who fails to complete or withdraws from an HLBC without prior notice and approval from the Director of the College will be prohibited from pursing another HLBC project unless and until they meet, in person, with the Director to explain the situation.

What is possible through an HLBC?

Just read below to see. We have captured the design and outcomes stages of four different projects in the past few semesters.

Rebecca Ernst (Nutritional Sciences) undertook detailed research on obesity and health, resulting in a poster presentation during the Undergraduate Research Forum held each April. Her results were so impressive that she was offered a research position for the next academic year as one of a select group of Nutrition and Exercise Physiology Research Interns.

Marilyn Haigh (Journalism and International Studies) used her time in a journalism class, 4508: Information Graphics, to hone her data analysis skills, while simultaneously interning for the US Olympic Committee. Working with massive datasets, Marilyn demonstrated facility with cleaning up the data as well as being able to tell a coherent and supported story from its information. The work that she did was instrumental in helping her get a summer fellowship with CNBC, as it was the topic that quickly became the focus of her interview for the position.

Amy Keller (Biology) undertook an art project in her Art 1020W class, writing a comprehensive research paper and art analysis of the painter Georges Seurat, and his works. She then went a step further, and used what she learned about Seurat’s processes and thinking, merged that with her own approach to painting and produced an original work of art that was both her own imaginings (futuristic in design) but pointillist in its style.

Christopher Phan (Biochemistry major) infused his English 2530 course with additional medical-based poetry, carefully researched and finely crafted, ultimately submitting his work for publication in the journal Ars Medica, as well as using it as the foundational writings for a fellowship submission. He called his experience “a process of contemplation” that was based on a research process of “discovery and innovation.”

As you can see, these students reached across disciplines, were creative in their project designs and goals, and achieved their desired outcomes in such a way that their educational experience was not just enhanced, but it was markedly improved.