Honors Course Learning Goals:

These Honors course learning goals are centered on the four pillars of Temple Honors and will create a thread of commonality and consistency amongst all Honors courses. Honors goals do not take priority over content-related learning outcomes, but rather, serve as complementary learning objectives to help distinguish Honors vs Non-Honors courses. 

Intellectual Curiosity
Inclusive Community
Social Courage
Integrity in Leadership
  • Prioritize learning for the sake of learning, with the primary goal of mastery and not just demonstrated performance
  • Practice metacognitive critical thinking and inquiry skills
  • Work through the scaffolded process of receiving, questioning, and creating knowledge
  • Explore areas of interest
  • Focus on collaboration over competition
  • Connect with faculty and classmates in the pursuit of common goals through interdependence and mutual respect
  • Engage in active questioning and examination of the self in relation to course content
  • Apply information in creative ways to address complex, real-world problems
  • Acquire practical experience and skills to address issues that lead to engaged citizenship
  • Observe varying models of leadership, demonstrated by professors and peers
  • Identify personal strengths and opportunities for growth

There is no single model, pedagogy, or structure for an Honors class. However, using the four pillars for guidance, Temple Honors encourages the following broad areas of emphasis for developing and teaching Honors courses and accomplishing Honors Course Learning Goals.  

Ideal Features of an Honors Course

We urge faculty to participate and engage Honors students through the following Temple programs: 

  • Diamond Scholar Research Program 
  • LAURAs in CLA 
  • Symposium support  

  • Diamond Peer Teachers / Gen Ed Peer Teachers  

  • Serving as First or Second Reader for Honors (and departmental) Thesis Program 

  • Gen Ed PEX Grants 

  • Ruth Ost Fund