Honors Selectives List
The Honors Selectives List comprise courses that offer honors students a wider range of classes from which they can draw to complete the requirements of the Honors College curriculum. Approved courses meet qualifying criteria that represent the learning objectives of the pillars of the John Martinson Honors College (JMHC).
List of Courses by JMHC Pillars
Course descriptions are available via the University’s Catalog.
| AGRY58000 | Soil Rhizosphere Microbiology |
| EDPS31200 | Inclusive Practices in Cross-Content Curriculum |
| ENGL32300 | Word, Image, Media |
| ENGL47000 | Conspiracy and/in/as Rhetoric |
| PHIL25500 | Introduction to Cognitive Science: Minds, Brains, and Machines |
| PHIL40300 | Moral Psychology & Climate Change |
| BCHM49800 | Research in Biochemistry |
| BIOL41919 | Data Science for Biologists |
| BIOL59100 | Field Ecology |
| ENGL20300 | Intro to Research for PW/TPC |
| ENGL40800 | Creative Writing Capstone |
| ENGL49400 | Undergraduate Research Practicum |
| ENGL51500 | Writing on distributed teams |
| BIOL48300 | Environmental & Conservation Biology |
| COM30300 | Intercultural Communication |
| COM47800 | Health Communication Campaigns |
| FLM44600 | Producing Non-Fiction Videos |
| NUR41400 | Pediatric Nursing |
| COM32800 | Diversity at Work |
| FLM44200 | Directing the Narrative Short |
Resources for Faculty
Submissions of courses for inclusion on the JMHC Selectives List are accepted on a rolling basis and evaluated twice per academic year: August 15 and February 1. Decision notifications will be emailed within two weeks of the evaluation deadlines.
Submission
Complete the submission form and upload the accompanying course syllabi.
Evaluation criteria
Departmental courses are evaluated against five qualifying criteria.* Use these criteria to help determine the eligibility of courses within your department before submitting.
*Note: Courses at the 500-level are automatically recognized for honors credit and need not be submitted for approval through the Selectives List process. See the Honors Curriculum webpage for more information.
- Interdisciplinary Academics: The course intentionally integrates perspectives, methods, or ways of knowing from two or more traditionally distinct fields (for example, liberal arts, sciences, agriculture, engineering) in ways that are necessary to the learning outcomes, not merely additive.
- Undergraduate Research: The course engages students in inquiry, investigation, or knowledge creation that extends beyond established answers, including formulation of questions, analysis of evidence, or production of original or applied findings.
- Community and Global Engagement: The course connects academic learning to real-world contexts through sustained engagement with communities, organizations, or global issues, and includes structured reflection on the ethical, social, or cultural dimensions of that engagement.
- Leadership Development: The course develops students’ capacity to make decisions, take responsibility, or influence outcomes in academic, professional, or civic contexts through intentional practice, reflection, and analysis of leadership or ethical frameworks.
- Advanced theoretical, analytical, or methodological content
- Sustained inquiry, design, or problem-solving across the term
- Significant independent or collaborative intellectual work
- Student-defined or student-shaped projects or questions
- Decision-making with intellectual or ethical consequences
- Work requires extended analytical commitment and iterative review/response
- A major paper, project, design, or performance that constitutes a significant portion of the course grade
- A portfolio or capstone-style artifact integrating work across the term
- A public-facing or applied outcome requiring academic judgment
- A sustained assessment structure in which a majority of graded work requires critical analysis, synthesis, or original contribution
- Lower-division course designed to introduce foundational concepts within a discipline
- Broad introductory course focused on coverage rather than advanced analysis or application
- Skills-only or tool-training course
- Course lacks a major intellectual deliverable
- Course already counted through another Honors credit mechanism