Developing faculty to become successful Honors teachers

Becoming an effective teacher is hard enough, but honors makes the goal even more challenging because of the particular characteristics of honors education and its ubiquitous emphasis on interdisciplinarity, interactive pedagogies, experiential approaches to learning, discussion-based classrooms, undergraduate research, high expectations, reflective learning practices, and a host of other dimensions of our work in honors. What does it take to be a successful honors teacher? What faculty development strategies help to identify, support, and reward good honors teaching? In this session, we will provide a framework for defining successful honors pedagogy, model effective practices, and invite participants to share their own philosophy and practice as honors instructors.