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Teaching in the Honors Program

Thank you for your interest in teaching for the Honors Program. If you have an idea for an innovative, interdisciplinary class that accents dialogue and discussion as a central pedagogical approach, then this program is for you!   

We're Looking For:

  • Original, engaging course topics;
  • Seminar style teaching (instead of lecture);
  • Interdisciplinarity;
  • Production of significant student work suitable for presentation or inclusion in an Honors Capstone portfolio.

What to Expect with Honors Students:

You can expect to encounter highly-engaged, enthusiastic students in Honors courses, but they come from a variety of majors across campus. Because of this, an Honors class should not be taught like upper division courses in your field. Instead, you will want to plan your teaching in a way that contextualizes course content and anticipates questions of relevance or meaning. Discipline- specific theories or language will need to be translated. The questions you field might be irreverent in the sense that they come from outside a particular disciplinary framework. This diversity makes for wonderful discussions during class!

Please also remember when planning your Honors course that we are an open-enrollment program. We accept every student who wants to join. Our graduates achieve high GPAs at the end of their undergraduate experience, but they may come to us in search of challenge and inspiration. With this in mind, please consider allowing students to resubmit their work for a better grade or to drop a low score before final grades are tallied. If a student wants to do better, let them. 

Why Teach in Honors?

  • Improve your teaching skills, especially in discussion-centered pedagogies;
  • Develop a new, innovative course and teach it in-load;
  • Work with a small group of talented students;
  • Support high-impact student work, including creative and critical projects suitable for presentation in public forums, such as the Honors section of the “Undergraduate Research & Engagement Symposium” (held each year in April).
  • Co-teach with a professor outside your department or college;
  • Enhance your tenure file. 

How Do I Find Out More?

If all of this sounds interesting to you, please submit a course proposal. We offer 1-credit hour and 3-credit hour course options. 

We also offer one Eccles Faculty Fellowship each semester, which provides 6-hours of pay to your department so you may use 3-hours as release time for publishing or presenting around your course idea. 

More information on all of these teaching options can be found on this webpage. You may also contact Christy Call at

Teaching Options in Honors

1-credit text discussion course: HNRS 2830

Read a good book lately? Listened to impactful lyrics? Watched a cool film or discovered an impactful piece of art? If it would make an interesting discussion course, consider teaching for Honors! These 1-credit Honors courses are light on outside-work, homework, and grading. They meet once a week for 50 minutes. This options is great for students (and faculty) with packed schedules or who are new to Honors and want to try it out in a low-pressure course.

Submit a course proposal here!

3-credit course:
HNRS 1100 - 4990

Have a cool idea for a course that you've been dying to teach, but it doesn't quite fit in your department? Want to co-teach with an instructor outside your department or college? Consider teaching a 3-credit Honors course. We cap our courses at 15 students, commonly feature interdisciplinary classes, we favor a seminar-style that is discussion-based. We love outside-the-box topics!

Submit a course proposal here!

Eccles Fellowship:
HNRS 3900

The Honors Eccles Fellows Program encourages faculty to work on their scholarship as they teach. You would teach one 3-credit Honors class of your design and receive 6 hours compensation,  3 of which is release time for research. The Fellowship also includes a funding stipend for the class experience. 

This is a competitive process. See link for more details & deadlines. 


Course Examples:

1-credit text discussion: HNRS 2830

In the Stars: Identity Through Science Fiction

This book discussion will take two seminal novels from the 1960's New Wave of Science fiction, Robert Heinlein's Stranger in a Strange Land (1961) and Ursula K. Le Guin's The Left Hand Of Darkness (1969) and explore their treatment of gender, sex and society, and how their visions may or may not resonate with our contemporary world. 

Taught by Paul Crow, Visual Art & Design                        

3-credit course: 1000-level

Tangled Banks and Tangled Trees: Understanding and Conserving Biodiversity

The history of life on Earth spans nearly 4 billion years and has provisioned the planet with over 2 million species. This course will explore our understanding of life’s history as inferred from the molecular record contained in its many species. It will also consider what efforts will be needed if humanity is to preserve much of life’s diversity beyond the 21st Century.

Taught by John Mull (Zoology)
Fulfills a Life Science Gen-Ed

3-credit course: 2000-level

The Meaning of Life 

Ever wonder about the meaning of life? So have a lot of other people! Explore and examine with us the various answers that Western societies, religions and thinkers have offered to this timeless question from the dawn of civilization to the Black Death.

Co-taught by Marc Nelson (Philosophy) & Katie Nelson (History)
Fulfills a Social Science Gen-Ed                             

3-credit course: HNRS 3000-level

Children's Literature - Book Arts and Science

How do the “book arts” integrate environment, community engagement, purpose, and message? Explore and engage in the creative process through the creation of an original children’s book from design to creation to dissemination. The children's book will address current issues (science, environment, sustainability) in our world and serve as a valuable educational resource connecting the creative arts and community. 

Co-taught by Tamara Goldbogen & K Stevenson (Visual Art & Design)                                           

3-credit course: HNRS 4000-level


Like listening to podcasts? Interested in making one? Learn the ins and outs of podcast production as you help create the newest season of the Weber PodCats Podcast. Students will learn components of podcast production including: interview techniques, story development, scriptwriting, remote and studio audio recording, sound editing/mixing, and streaming.

Taught by Andrea Baltazar (Communication) & Melina Alexander (Teacher Education and Women & Gender Studies)                                         

Eccles Course

Monsters & Markets

Monsters are everywhere; they are in the stories we tell, creeping in and out of folklore and fairytales, and lurking in literature, film, and television.
What is it about the figure of the monster that both fascinates and frightens us? The term 'monster' comes from the Latin roots 'monstrare' (to reveal or demonstrate) and 'monere' (to warn), therefore the monster can be interpreted as a figure that both reveals something about us and warns. Interestingly, monere is also the root for 'money', thus linking the monster to consumption and the transfer of wealth - economics.

Can these two seemingly unrelated concepts possibly be connected? Yes! Alfred Marshall (famous economist) noted that economics is the study of man in the ordinary business of life, and as one of George A Romer's characters in 'Night of the Living Dead' pointed out "[zombies], they're us, we're them and they're us." By connecting monsters and markets, this course will be an exploration of basic economic theories, capitalism, market socialism, creation, consumption, and transfer of wealth through the pop cultural lens of vampires, werewolves, zombies, and other monsters.             

Taught by Cynthia Jones (Foreign Languages) & Valentinas Rudys (Economics)