Honors College

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Our Mission

The mission of the Virginia Tech Honors College is to inspire and facilitate an extraordinary undergraduate education for students of exceptional motivation with a variety of life experiences. Honors students seek to be active learners and strive to apply their knowledge and skills to tackling critical real-world problems. To this end, the Honors College provides opportunities and presents challenges that foster meaningful and sustained relationships with faculty, independent learning, undergraduate research engagement, place-based and problem-focused experiences, and intellectual engagement in global contexts. Our academic and professional requirements maximize the disciplinary depth, transdisciplinary capabilities, inclusive perspectives, and purpose-driven engagement that are the hallmarks of the VT-Shaped student experience.

Admissions

The freshman and transfer applications to Virginia Tech automatically include consideration for admission to the Honors College and consideration for any relevant Honors College recruitment scholarships. The Honors College does not consider minimum test scores. We look holistically at an applicant's experiences and consider the quality of engagement over sheer quantity, self-awareness and reflection on involvement, and authenticity. Transfer students must have a cumulative GPA of 3.60 or better at their previous institution. Currently enrolled Virginia Tech may apply to the Honors College at the end of each fall or spring semester provided they have achieved a 3.60 or better cumulative GPA and have at least four (4) semesters remaining at Virginia Tech before they graduate.

Honors Laureate Diploma

Virginia Tech Honors College students work toward an Honors Laureate Diploma. This diploma offers two options: the first is self-directed by the student, the second maintains that flexibility, but focuses the honors credit options around a particular curricular area established in advance by the Honors College in collaboration with disciplinary departments.

The Four Elements of an Honors Education are the foundation of an Honors Laureate Diploma. The Elements are 1) Honors College Curriculum, 2) Disciplinary Depth, 3) Transdisciplinary Capabilities, and 4) Undergraduate Research & Guided Experiential Learning. Students are required to earn at least six honors credits in elements two, three, and four. Upon graduation, students are required to complete no less than thirty total honors credits. Visit our website at http://www.honorscollege.vt.edu for more information.

An honors diploma appears on the Virginia Tech diploma as a special designation and is not a separate document.

Honors Academic Requirements

The Course of Study Planner & GPA

• The Course of Study Planner (COSP)
  Students are strongly encouraged to complete a Course of Study Planner (COSP) in order to demonstrate their potential to earn an Honors Laureate Diploma.
• GPA
  To demonstrate that students can meet the level of academic achievement we expect in Honors, students are required to achieve a 3.60 or better cumulative GPA after two traditional semesters in Honors. A 3.6 or better cumulative GPA from the semester at Virginia Tech immediately previous to entering the Honors College may count toward this requirement.
• GPA Flex Period
  Once students accomplish the above goals, they may enter the GPA Flex Period. The GPA Flex Period is a time in which the Honors College no longer monitors GPA. This gives students the freedom to take academic risks that can become some of their most educational experiences.
• Graduation Requirement
  Students in the GPA Flex Period must achieve a cumulative 3.30 or better GPA and complete honors diploma requirements. (Students who never receive COSP approval and never enter the GPA Flex Period are required to maintain a 3.60 cumulative GPA after every semester until the planner is approved or upon graduation.)

Honors Diploma Progress

Complete at least thirty honors credits. Elements Two, Three, and Four each require at least six honors credits. Earn honors credit at least once every twelve months.

Grading Scale

Take courses as A–F unless P/F is the only option.

Honors Advising

A primary function of the Honors College is to support student efforts to individualize their education through a self-designed honors diploma that complements their departmental degree(s). Students can find support in the Honors Peer Advising Center and with the honors staff.

The Honors Peer Advising Center enables honors students to meet individually with trained Honors Peer Advisors to talk through processes and resources to solve Honors-related problems. The Honors Peer Advising Center also offers small-group workshops on topics of broad interest to honors students.

The Honors Peer Advising Center enables honors students to meet individually with trained Honors Peer Advisors to talk through processes and resources to solve Honors-related problems. The Honors Peer Advising Center also offers small-group workshops on topics of broad interest to honors students.

The honors staff also welcomes student appointments and walk-in visits. Each staff member has a distinct specialization with which they can assist students.

Furthermore, advising for major national and international scholarships, such as Rhodes and Marshall, is available through the Honors College for all Virginia Tech students.

Honors Living-Learning Programs

Honors College students have two Honors community options: the Hillcrest Honors living–learning community houses about 100 students in Hillcrest Hall and the Honors Residential Commons houses about 320 students in East Ambler Johnston Hall. Both communities are multigenerational and multidisciplinary, housing first-year students to fifth-year seniors from all seven colleges at Virginia Tech.

Honors students are not required to live in an Honors living–learning program. Many students live off-campus or in other living-learning programs.

Undergraduate Course Descriptions (UH)

1504: PGS PSTUDY ABROAD PRE-DEPARTURE SEMINAR
Orientation for Presidential Global Scholars (PGS) participants. Introduction to theories of culture and cross-cultural competence. Survey of Swiss culture, history, and politics. Introduction to PGS faculty and research interests. Development of individual research questions; transdisciplinary research on critical issues in U.S. contexts. Critical travel and safety information. (2H,2C)

1604: HONORS UNDERGRADUATE RESEARCH PRACTICES
Best practices in undergraduate research for Honors College students, including generating introductory research questions, finding scholarly literature, organizing data, research ethics, collaborative research practices, reflective project management and problem-solving, and oral, written, and visual presentation of research findings. (3H,3C)

1984: SPECIAL STUDY
Variable credit course.

2124: HONORS READING SEMINAR
Reading based sections in which small groups of students practice discussion, debate, and argumentation grounded in a topic or genre of reading of their group’s choosing. Honors standing. Variable course content. Repeatable for up to six credits. Pass/Fail only. (1H,1C)

2504: TOPICS IN DISCOURSE AND GLOBAL CITIZENSHIP
Discovery, analysis, creation, and evaluation of written, spoken, and visual presentation of ideas in cross-cultural contexts. Special attention to the relationship of rhetoric to effective participation in academic, professional, and public/civic problem-solving. Course cannot be repeated for credit. Co: 2524, 2534, 4994, 2554, 2544. (3H,3C)

2524: TOPICS IN NATURAL SCIENCES AND GLOBAL CITIZENSHIP
Study of a specific branch of the natural sciences, especially as it intersects with public/civic controversies and problem-solving. Cross-cultural perspectives on the nature, purposes, and processes of scientific inquiry and knowledge. Course cannot be repeated for credit. Co: 2504, 2534, 4994, 2554, 2544. (3H,3C)

2534: TOPICS IN DESIGN, ARTS, AND GLOBAL CITIZENSHIP
Study and practice in the process, meaning, and value of creative design and the fine and performing arts. Examination of historical context and methods of representation in artifacts and performances. Visual literacy and design thinking as means of exploring, engaging with, and representing cross-cultural experiences and perspectives. Functions of design thinking in everyday life. Course cannot be repeated for credit. Co: 2504, 2524, 4994, 2554, 2544. (3H,3C)

2544: TOPICS IN SOCIAL SCIENCE AND GLOBAL CITIZENSHIP
Study of the behavior and actions of individuals, groups, and institutions within larger social, economic, political, and geographic contexts, especially in cross-cultural settings. Special attention to social beliefs and actions as they influence public/civic controversies and problem- solving. Examination of the influence of value and beliefs on human behavior and social relationships. Course cannot be repeated for credit. Co: 2504, 2524, 4994, 2554, 2534. (3H,3C)

2554: TOPICS IN HUMANITIES AND GLOBAL CITIZENSHIP
Analysis and interpretation of texts and other artifacts to understand ideas, values, and identities in cross-cultural contexts. Special attention to the functions of narrative and rhetoric in public/civic controversies and problem- solving. Situating local/regional texts and artifacts in global frameworks. Course cannot be repeated for credit. Co: 2504, 2524, 4994, 2544, 2534. (3H,3C)

2604: INTRODUCTION TO HONORS TRANSDISCIPLINARY RESEARCH
Introduction to transdisciplinary research (TDR) for Honors College students, including the differences among disciplinary, interdisciplinary, multidisciplinary, and transdisciplinary research; need and benefits of TDR; major figures and events in the history of TDR; characteristics of TDR design; ideal TDR processes and their management; challenges of TDR; opportunities for TDR in the students’ majors and professions. Students must complete at least 6 credits of study within their major prior to enrollment in UH 2604. (3H,3C)

2744: FOUNDATIONAL TOPICS IN COMPUTING IN TECHNOLOGY INNOVATION FOR SOCIETAL IMPA
Foundational study of applications of computational thinking in technology innovation for societal impact. Key components of computing and their interrelation. Uses of computational thinking to frame questions and devise solutions. Implementation of simple computational processes and tools. Construction of computational models to analyze and draw inferences about complex and uncertain phenomena. Evaluation of knowledge based on quantitative data. Impacts of computing and information technology on society. Ethical dimensions of computing for technological and societal innovation. May be repeated 5 times with different content for a maximum of 6 credits. Pre: MATH 1014. (1H,1C)

2754: ADVANCED TOPICS IN COMPUTING IN TECHNOLOGY INNOVATION FOR SOCIETAL IMPACT
Advanced study of applications of computational thinking in technology innovation for societal impact. Uses of computational thinking to frame questions and devise solutions. Application of computational processes and tools. Application and evaluation of computational models to analyze and draw inferences about dynamic and uncertain phenomena. Impacts of computing and information technology on society. Ethical dimensions of computing for technological and societal innovation. May be repeated 2 times with different content for a maximum of 3 credits. Pre: MATH 1225 or MATH 1524 or MATH 1535. (1H,1C)

2764: ADVANCED TOPICS IN ENGINEERING IN TECHNOLOGY INNOVATION FOR SOCIETAL IMPACT
Study of applications of computer and systems engineering in technology innovation for societal impact. Application of computer and systems engineering processes and tools to analyze complex or large-scale phenomena. Application and evaluation of computer and systems engineering approaches to analyze and draw inferences about the feasibility and effectiveness of technological innovations. Impacts of computer and systems engineering on society and the environment. Ethical dimensions of computer and systems engineering for technological and societal innovation. May be repeated 2 times with different content for a maximum of 3 credits. Pre: 2744. (1H,1C)

2814: TOPICS IN SOCIAL SCIENCES FOR TECHNOLOGY INNOVATION FOR SOCIETAL IMPACT
Threshold concepts in social sciences related to collaborative, transdisciplinary technology innovation for societal impact. Study of key ideas about the behavior of individuals, groups, and institutions related to technology innovation within larger social, economic, political, and geographic contexts. Use of key concepts in the social sciences to examine the ethical dimensions of technological and societal innovation. May be repeated 5 times with different content for a maximum of 6 credits. (1H,1C)

2824: TOPICS IN THE ARTS FOR TECHNOLOGY INNOVATION FOR SOCIETAL IMPACT
Application of threshold concepts in the fine arts to collaborative, transdisciplinary technology innovation for societal impact. Study of key ideas for non-specialists about the formal elements, process, meaning, and value of the fine arts in technology innovation. Use of key concepts in the fine arts to examine the ethical dimensions of technological and societal innovation. May be repeated 2 times with different content for a maximum of 3 credits. (1H,1C)

2834: TOPICS IN HUMANITIES FOR TECHNOLOGY INNOVATION FOR SOCIETAL IMPACT
Threshold concepts in the humanities related to collaborative, transdisciplinary technology innovation for societal impact. Study of key ideas and values related to technology innovation in various spatial, cultural, and temporal contexts. Use of key concepts in the humanities such as historical/cultural context and the nature of the good to examine the ethics of technological and societal innovation. May be repeated 5 times with different content for a maximum of 6 credits. (1H,1C)

2855-2856: CALHOUN TRANSDISCIPLINARY FUSION STUDIO
Introduction to transdisciplinary, collaborative design processes to address real-world problems in technology innovation provided by clients from business, government, and nonprofit organizations. 2855: Collaborative problem-setting. Evaluative criteria for technology innovation: feasibility (can it be made?), viability (is it financially sensible?), desirability (do people want it?), and sustainability (can it work long-term?). Introduction to design thinking. Ethical dimensions of collaborative technology innovation for societal impact. 2856: Collaborative problem-solving. Introduction to quantitative and qualitative research methods. Optimization and integration. Design thinking and component prototyping. Ethical dimensions of collaborative technology innovation for societal impact. Design Lab/Studio. (2H,2L,3C)

2974: INDEPENDENT STUDY
Variable credit course.

2984: SPECIAL STUDY
Variable credit course.

3204: HONORS SERVICE LEARNING
A two-part course. Part one: three hours a week working directly with community partners. Part two: a one-hour class to reflect on the service experience and discuss readings and other course materials that place the experiential learning into a theoretical context. Open to all Honors students. Variable course content. Repeatable for up to six credits. (1H,6L,3C)

3855-3856: CALHOUN TRANSDISCIPLINARY DESIGN STUDIO
Intermediate study of transdisciplinary, collaborative design processes to address real-world problems in technology innovation provided by clients from business, government, and nonprofit organizations. 3855: Systems thinking and systems definition; identification and analysis of stakeholders; skills discovery and transdisciplinary team building; rapid prototyping. 3856: Collaborative innovation; customer discovery; evidence-based decision-making; iterative design; troubleshooting. Design Lab/Studio. Pre: 2856 for 3855; 3855 for 3856. (2H,2L,3C)

3954: STUDY ABROAD
Honors Section. Variable credit course.

3984: SPECIAL STUDY
Variable credit course.

4004: HONORS TUTORIAL
Small, seminar-style course of one or a few students. Students explore a specific topic that is new to them with a faculty member who provides individual attention and is an expert in that established field. Open to all Honors students. Junior Honors standing. Variable course content. Repeatable for up to six credits. (1H,6L,3C)

4104: HONORS STUDENT TEACH PRACTICUM
For Honors students facilitating Honors courses that encourage and require student facilitation or mentorship responsibilities. Student Teaching Assistants and their sections are overseen by honors faculty or staff. Student Teaching Assistants meet weekly with a member of the honors staff in a class designed to prepare them for the facilitation experience and to monitor their progress. Open to all Honors students, subject to Program approval. Sophomore Honors standing required. Variable course content. Repeatable for up to eight credits. P/F only. Pass/Fail only. (1H,2L,2C)

4504: TOPICS IN HONORS DISCOVERY AND INNOVATION STUDIOS
Discovery and definition of critical, real-world problems. Transdisciplinary collaboration, design thinking, and experimentation. Reflective evaluation of individual and collective problem-solving efforts. Communication of solutions to diverse stakeholders. Pre: Junior Honors. Variable course content. Repeatable for up to 12 credits. (3H,3C)

4855-4856: CALHOUN TRANSDISCIPLINARY CAPSTONE STUDIO
Advanced study of transdisciplinary, collaborative design processes to address real-world problems in technology innovation provided by clients from business, government, and nonprofit organizations. 4855: Systems building; project leadership and management, including resource allocation and scheduling; team management; value propositions; project pitches. 4856: User experience; user testing; systems assessment, including feasibility, viability, desirability, sustainability, optimization, and integration; systems reflection and documentation. Design Lab/Studio. Pre: 3856 for 4855; 4855 for 4856. (2H,2L,3C)

4974: INDEPENDENT STUDY
Variable credit course.

4984: SPECIAL STUDY
Variable credit course.

4994: UNDERGRADUATE RESEARCH
Variable credit course.