HONR 495: Honors Directed Readings (Syllabus Template) Student Name: Student TU ID Number: Student email: Instructor Name and Dept: Semester: Spring 2017 Number of credit hours (max 3):* Instructions: Please fill in all areas of this syllabus colored in yellow for your particular internship. If you would like to earn honors credit for a departmental course, be sure to demonstrate clearly how your Honors Directed Readings differs from the typical departmental offering. Also, in that case, please replace the title “HONR 495: Honors Directed Readings” with the course number and “Honors” (i.e. SPPA 487-Honors). Any student undertaking a Directed Readings for Honors College credit must be registered in either HONR 495 or a departmental Directed Readings course, and the syllabus must be approved by the Honors College Faculty Director prior to the start of the course. Students are encouraged to contact faculty about their interest in HONR 495 well in advance. Final HONR 495 or its departmental equivalent proposals are due to the Honors College Office by 5:00 pm on the last day of the Change of Schedule Period for the semester in which you plan to enroll. Proposals submitted after the deadline will not be accepted. INSTRUCTOR INFORMATION Name, Title, Dept Office: Contact (office ph; email) NOTE: A brief form on the Honors College website must be completed when you drop off this signed, completed syllabus at the Honors College: OR – go to towson.edu/honors →Academics →Research→ Forms COURSE DESCRIPTION Number of credit hours: HONR 495 may be completed for a minimum of 1 credit and a maximum of 3 credits *. The course may be repeated for a maximum of 3 additional credits for a different project Catalog Description Survey of relevant scholarly literature under the guidance of a faculty member who will direct the student’s research, possibly leading to an Honors thesis. Honors College course. Course Rationale Junior and senior members of the student body who are exceptionally qualified to do directed readings with a faculty member at a very high level of investigation would do so in HONR 495 and receive Honors course credit for the completed
– Explain how and why XXXX – Explain how current XXXX issues and certain organs/offices of XXXX affect lives of Americans and Maryland residents Point 4 above is fulfilled through discussions with instructor, essays, and research project/presentation. Following successful completion of the class, students should be able to: – Present evidence-based arguments about XXXX in written and oral communications – Demonstrate practical skills in preparing, evaluating, and executing advanced research REQUIRED COURSE MATERIALS Instructors, please insert relevant info – or put “see attached annotated bibliography” COURSE REQUIREMENTS, ASSIGNMENTS AND GRADING Students must complete the following requirements, whether graded or not, as verified by the instructor, and/or the Honors College per the instructions below. Students must find a faculty supervisor. The Honors College does not place students with instructors. Instructors or home departments may have information on appropriate instructors. Annotated Bibliography: xx% Journals/Work Reports: xx% Reflection Essay: xx% Research paper and Thesis Proposal: xx% Oral presentation and poster: xx% Bi-weekly meetings with instructor: xx% Annotated Bibliography: Each student must compose an annotated bibliography of at least ten academic sources and submit it to the instructor with the course syllabus for approval by the Honors College before the last day of the change of schedule period for that semester. For information on creating an annotated bibliography, search for “annotated bibliography” on the Cook Library webpage at . This assignment is worth xx% of your final grade and is due on XXX. Journals/Work Reports: Written reports are due XX; XX, etc…/weekly/bi-monthly?. These reports should not be a mere laundry list of duties, assignments, and meetings; rather, they should reflect upon what you are learning from your research. Brookfield (1995, p. 97-98) suggests some questions to consider in writing high-quality journals and work reports (note: you can’t answer all of these questions in each journal entry or report, but you should strive to cover most of them throughout your research period): What did I learn this week/period about myself as a learner? What did I learn this week/period about my emotional responses to learning and the demands of independent research? What do I feel I handled well and why? Where