Courses

HON 100 Honors Seminar: Becoming a Scholar* (1 Hour)

Prerequisites : Department approval.

The honors seminar introduces students to new approaches to knowledge construction and experience what it means to engage critically and creatively in its production. Students explore the many ways in which honors education allows them to think outside of the box and to the supportive environment that empowers them to forge their unique path forward. It will also equip them with the tools to ask hard questions, begin to find answers, develop a tolerance for uncertainty and take on the task of knowledge construction as they embrace the identity of scholar.

HON 170 Honors Contract* (1 Hour)

Prerequisites : HON 100 with a grade of "B" or higher.

The Honors Contract provides an opportunity for students to personalize their learning in a course and formally engage in undergraduate research. Students will be mentored by a faculty in a particular discipline by focusing on a topic of unique interest to the student but closely associated with the theme of the course it is enhancing. The honors contract always exceeds the course's goals and scope and draws from honors courses that students have completed prior to their enrollment. Students will especially build upon the research literacy skills introduced in the Honors Seminar to develop a project informed by research. They will refine their ability to observe, synthesize information and reflect while making sense of a problem they have identified by engaging with the scholarship in the discipline of choice. Students will develop a greater understanding of issues identified in collaboration with the faculty mentor to enhance their learning as well as their peers' learning. This is a repeatable course and may be taken more than once for credit.

HON 205 Introduction to Research Methods* (1 Hour)

Prerequisites or corequisites: HON 100 or Department approval.

The honors course introduces students to research methods in a given field or area of research in preparation for lifelong inquiry. Students will explore essential research language, refresh their research literacy skills, refine their ability to ask research questions, to test the validity of existing research and discuss ethical questions stemming from academic inquiry.

HON 270 Honors Forum:* (3 Hours)

Prerequisites or corequisites: HON 100 with a grade of "B" or higher.

The Honors Forum provides an interdisciplinary approach to contemporary problems as they emerge locally, nationally or globally. Students will be exposed to diverse modes of inquiry in order to consider these problems from multiple angles. The Honors Forum draws from honors courses that students have completed prior to their enrollment. Students will develop a greater understanding of each issue and acquire the ability to develop an evidence-based argument regarding the topic under scrutiny. In this course students will build upon the research literacy skills introduced in the Honors Seminar, such that they demonstrate proficiency in the selection and use of academic databases, as well as the ability to incorporate in their argument the analysis of at least one primary source. This is a repeatable course and may be taken more than once for credit.

HON 291 Independent Study* (1-7 Hour)

Prerequisites : 3.5 GPA minimum and department approval.

Independent study is a directed, structured learning experience offered as an extension of the regular curriculum. It is intended to allow individual students to broaden their comprehension of the principles of and competencies associated with the discipline or program. Its purpose is to supplement existing courses with individualized, in-depth learning experiences. Such learning experiences may be undertaken independent of the traditional classroom setting, but will be appropriately directed and supervised by regular instructional staff. Total contact hours vary based on the learning experience.

HON 292 Special Topics:* (1-3 Hour)

Prerequisites : Department approval.

This course periodically offers specialized or advanced discipline-specific content related to diverse areas of honors pedagogy not usually taught in the curriculum to interested and qualified students within the program. This is a repeatable course and may be taken more than once for credit.

HON 100

Title: Honors Seminar: Becoming a Scholar*
Number: HON 100
Effective Term: 2024-25
Credit Hours: 1
Contact Hours: 1
Lecture Hours: 1

Requirements:

Prerequisites: Department approval.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Demonstrate intellectual engagement.
Examine critical inquiry.
Apply interdisciplinary tools.
Practice autonomous learning skills.
Refine metacognitive skills.
Demonstrate awareness of campus resources.
Formulate an honors path.

Content Outline and Competencies:

I. Intellectual Engagement

A. Develop confidence in discussion to contribute actively.

B. Respond to peers mindfully and thoughtfully.

C. Experiment with new ideas.

D. Summarize others' ideas

II. Critical Inquiry

A. Deconstruct unproductive learning and thinking patterns.

B. Question assumptions.

C. Develop tolerance for ambiguity.

D. Refine ability to ask questions.

III. Interdisciplinarity

A. Recognize different disciplinary approaches of a single topic.

B. Identify the problems considered by scholars in different fields of study.

C. Identify the sources of evidence utilized scholars in different fields of study.

D. Distinguish between multiple sources.

IV. Autonomous Learning

A. Describe how knowledge is constructed.

B. Question experts.

C. Reflect on observed patterns to formulate questions.

D. Draw from sources across disciplines.

V. Metacognitive Skills

A. Show awareness of own assumptions.

B. Examine learning and thinking patterns.

C. Identify broad scholarly or pre-professional interests.

D. Use knowledge conditionally.

VI. Campus Resources

A. Introduce Writing Center services.

B. Introduce Library services.

C. Connect students with student organizations.

D. Connect students to High Impact Practice specialists.

VII. Honors Path

A. Cultivate interaction with faculty, staff and peers.

B. Foster involvement in co-curricular activities.

C. Connect with leaders in honors.

D. Complete honors completion map.

Method of Evaluation and Competencies:

Oral assignments: 35-45%

The honors seminar is taught seminar style. This means that students will come ready to engage actively in synchronous discussions (either in-person or on zoom) with their peers, as applicable. Oral assignments may include varying degrees of student leadership in the exchange and generation of ideas.

Written assignments: 55-65%

It is understood that assignments may vary depending on the discipline. Assignments may include reflections, a glossary, annotated bibliography, a research-based project, a collaborative project, as well as an online discussion board.

Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HON 170

Title: Honors Contract*
Number: HON 170
Effective Term: 2024-25
Credit Hours: 1
Contact Hours: 1
Lecture Hours:
Other Hours: 1

Requirements:

Prerequisites: HON 100 with a grade of "B" or higher.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Develop a personalized and scaffolded learning experience, leading students through a select-few stages of the research process to develop particular skills such as writing an abstract.
Refine the critical thinking abilities necessary to understand abstract concepts in a particular discipline (including contextualization and exploration of new ideas).
Demonstrate research and analysis skills necessary to identify sound scholarship in order to develop a deliverable of a nature appropriate to the discipline, such as a pointed evidence-based argument.
Refine oral communication skills by delivering a presentation demonstrating the ability to make a claim and defend it utilizing language and style appropriate to the discipline in which the honors contract is developed.
Develop meta-cognitive skills through reflective writing documenting individual discoveries and personal growth.

Content Outline and Competencies:

I. Personalized Learning Experience

A. Identify a topic of interest to the student and of value to the field.

B. Scaffold the project to support the student's learning and growth.

C. Introduce discipline specific terms and methods.

D. Develop a cohesive project that reflects engagement in the research process as appropriate in the discipline.

II. Critical and Creative Thinking

A. Demonstrate understanding of discipline specific terms and methods as appropriate.

B. Observe, describe observations, make inferences or formulate questions on the basis of observations and when appropriate, connect observations to synthesized ideas from assigned readings (academic scholarship in the discipline).

C. Demonstrate ability to apply new concepts appropriately.

III. Research and Analysis

A. Demonstrate proficient information literacy.

B. Utilize library databases to find scholarship applicable to the topic and discipline.

C. Select data from standard search appropriate to the discipline in which the honors contract is being developed.

D. Synthesize information, including the demonstrated ability to restate a scholar's statement.

E. Demonstrate ability to communicate complex ideas clearly in front of peers or non-specialists as applicable.

IV. Metacognitive Skills

A. Self-assess learning growth over the course of the honors contract

B. Keep track of the research process by reflecting on its every steps.

C. Reflect on the experience as a whole especially the ways in which it fosters increased consciousness of inherent bias and assumptions as well as students' learning skills.

Method of Evaluation and Competencies:

Discussion with faculty mentor: 20-35%

The Honors Contract requires student and faculty mentor to meet at least eight (8) times over the course of the semester. Students will come ready to engage in in-person discussion with faculty mentor.

Assignments: 30-50%

It is understood that the deliverable that is the culmination of an honors contract may vary depending on disciplines. Assignments will vary depending on the discipline, but may include evidence-based research, bibliography (with or without annotations), abstract and more. A presentation (oral or in writing) either to the class or to an audience in a venue outside of the course will always be expected.

Reflections: 20-35%

Journaling is an effective way to reflect on one’s learning and growth. Journal assignments may include self-assessments, visual journal, reflections on the research process.

Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

HON 205

Title: Introduction to Research Methods*
Number: HON 205
Effective Term: 2024-25
Credit Hours: 1
Contact Hours: 1
Lecture Hours: 1

Requirements:

Prerequisites or corequisites: HON 100 or Department approval.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Demonstrate accurate use of research language.
Utilize published peer-reviewed literature.
Question experts in their field of study.
Formulate research questions.
Identify appropriate and ethical methods of data collection and analysis.

Content Outline and Competencies:

I. Language of Researchers

A. Demonstrate accurate utilization of the language of researchers.

B. Define such concepts as hypothesis, analysis, or method.

C. Employ key research concepts in discussion.

D. Apply research concepts in assignments.

II. Scholarly Literature

A. Utilize databases to find salient peer reviewed publications.

B. Summarize arguments including the hypotheses or research questions.

C. Identify patterns in selected publications.

D. Describe how gaps are identified in the literature.

III. Questioning Experts

A. Evaluate validity of existing research.

B. Apply information literacy tests, such as SMELL or CRAP.

C. Discuss limitations or common errors in a chosen field of study.

D. Question the work of experts.

IV. Formulating Research Questions

A. Identify research questions in the selected literature.

B. Analyze existing research questions from selected literature.

C. Recognize the characteristics of research questions in the field under scrutiny.

D. Formulate focused, observable, attainable and meaningful research questions.

V. Data Collection and Analysis Methods

A. Recognize the impact of ethics on research design and questions.

B. Select methods of data collection and analysis in keeping with proposed questions.

C. Identify what data are needed to answer the research question.

D. Determine advantages and limitations of different modes of communications.

E. Communicate basic elements of a research project and its purpose.

Method of Evaluation and Competencies:

35-45% Oral assignments
55-65% Written assignments

Total: 100%

The Introduction to Research Methods is taught seminar style. This means that students will come ready to engage actively in synchronous discussions with their peers. Oral assignments may include varying degrees of student leadership in the exchange and generation of ideas.

It is understood that assignments may vary depending on disciplines. Assignments will refine research methods skills and require all students to conduct preliminary research, as evidenced by assignments such as: glossary, annotated bibliography, conference poster design, research proposal, abstract.

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

HON 270

Title: Honors Forum:*
Number: HON 270
Effective Term: 2024-25
Credit Hours: 3
Contact Hours: 3
Lecture Hours: 3

Requirements:

Prerequisites or corequisites: HON 100 with a grade of "B" or higher.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Explore concepts through an interdisciplinary approach leading students to the creative integration of evidence across several disciplines.
Develop the critical thinking abilities necessary to understand abstract concepts (including contextualization and exploration of new ideas) and inventive thinking skills necessary to adopt alternative modes of inquiry so as to prepare students to contribute innovative scholarship.
Demonstrate research and analysis skills necessary to identify sound scholarship in order to develop pointed evidence-based argument.
Support positions by evaluating possible positions and solutions to problems by making appropriate connections across time, location and discipline.
Develop a personalized learning experience through the identification of academic interests or professional aspirations within the broader topics addressed by the course.
Develop meta-cognitive skills through reflective writing documenting individual discoveries and personal growth.
Practice effective group discussion and collaborative skills.

Content Outline and Competencies:

I. Introduction to Interdisciplinary Approaches

A. Identify basic elements of given disciplines.

B. Apply discipline specific terms and methods in order to approach problem solving in creative ways.

C. Cross-pollinate ideas by utilizing facets of multiple disciplinary approaches to delineate coherent argumentation.

II. Critical and Creative Thinking

A. Evaluate the purpose or goal in a scholar’s text and in their own statements.

B. Identify what problem(s) are being addressed in a scholar’s text.

C. Identify sources of evidence used by scholars to develop their argument and solve their selected problem.

D. Locate proposed solutions to problems and follow the scholar’s logic in achieving this inference.

E. Show the ability to contextualize new concepts within a scholar’s approach to knowledge construction.

F. Identify problems for which alternative modes of inquiry will be appropriate.

III. Research and Analysis

A. Demonstrate proficient information literacy.

B. Utilize library databases to find scholarship applicable to the topic / problem.

C. Select appropriate data from a standard search.

D. Synthesize information.

E. Highlight the most salient arguments / evidence.

IV. Evaluation and Problem Solving

A. Demonstrate intellectual empathy by accurately restating scholars’ arguments.

B. Compare scholars’ arguments to other arguments within a discipline

C. Compare arguments across disciplines.

D. Compare arguments across time and location as applicable.

V. Individual Learning Experience

A. Identify topics they are interested in learning more about.

B. Identify future aspirations and personal academic interests.

VI. Meta-cognitive Skills

A. Self-assess learning during the course.

B. Demonstrate where students’ personal knowledge base and bias lies.

C. Regularly assess students’ ability to complete tasks or solve problems.

D. Adjust learning strategies in order to improve learning in the course.

VII. Collaborative Skills

A. Demonstrate good communication skills.

B. Demonstrate listening skills.

C. Demonstrate problem-solving skills.

D. Demonstrate conflict management skills.

E. Demonstrate time keeping and other organizational skills.

Method of Evaluation and Competencies:

Class Participation: 20-35%

The Honors Forum is taught seminar style. This means that students will come ready to engage in in-person discussion with their peers as well as on discussion-boards online, as applicable.

Assignments: 30-50%

It is understood that assignments may vary depending on disciplines. Assignments may include problem-based assignments, glossary, annotated bibliography, research-based project, collaborative project, proposal.

Journals: 20-35%

Journaling is an effective way to reflect on one’s learning and growth. Journal assignments may include self-assessments, visual journal, reflection.

Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

This course is offered exclusively to members of the Honors Program.

Student Responsibilities:

Disabilities:

HON 291

No information found.

HON 292

Title: Special Topics:*
Number: HON 292
Effective Term: 2024-25
Credit Hours: 1 - 3
Contact Hours: 1 - 3
Lecture Hours: 1 - 3

Requirements:

Prerequisites: Department approval.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Prepare complex readings and research in the designated topic.
Define key terms, and both explain and apply concepts within the scope of the topic.
Utilize research and/or analysis skills relevant to the area and issues of study.
Formulate a reasoned and scholarly discussion about the special topic.
Develop a personal point of view about the special topic that can be supported with textual evidence, research and other means.

Content Outline and Competencies:

Because of the nature of a Special Topics course, the course content outline and competencies will vary, depending on the special topic being offered. The Special Topics course outline must be designed in the standard format for all JCCC-approved courses and must include the standard course objectives for a Special Topics class. The course content outline and competencies must be written in outcomes-based language. In order to maintain course consistency, rigor and uniqueness, each section of this course first must be reviewed and approved by the Honors Director prior to its being offered. The Honors Advisory Committee and Honors Director will review each Special Topics course to be offered, and approve the course content. The Honors Department will also determine when and if the course may be taught.

Method of Evaluation and Competencies:

Evaluation will be based on typical assignments such as readings, discussion, written assignments, research, individual or group projects, etc., dependent upon the needs of the topic and the instructor.

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Any specific Special Topics topic may not be repeated within a standard four-semester sequence.