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TIER TWO LEARNING EXPERIENCES
| Typical Traits of Tier Two (Second- and Third-Year) Students |
- Are becoming aware of knowledge as uncertain and the benefit of multiple perspectives
- Are gaining a sense of their own identity and values as distinct from others
- Are gaining an understanding of the limitations of dependent relationships
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| Ways Faculty and Staff Can Develop Tier Two Students |
Tier Two faculty and staff help students to take an active role as a leader, citizen or disciplinary scholar and practitioner. Below are some strategies to use:
- Provide structured opportunities for students to make key decisions about the learning environment or learning opportunities.
- Offer students opportunities to practice authentic research, creative or other discovery techniques and methods using physical aids and concrete data and guided by careful feedback.
- Incorporate ongoing opportunities for students to write or communicate to advance outcomes; provide ongoing constructive feedback.
- Help students define and act on their own values within the context of multiple perspectives; assist them in mutually negotiating their views with those of others.
- Help students make connections among and understand the limitations and benefits of different knowledge domains (disciplines, cultures, fields, professions).
- Teach students to function productively in teams (e.g., listening, managing time and conflict, negotiating roles) and to reflect on effective collaboration.
- Refrain from “rescuing” students if or when difficulties emerge; assist students in processing problems and generating their own solutions.
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| Proposing Tier Two Courses |
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Proposing Tier Two Out-of-Class Experiences |
Tier Two Honors Courses are intended for second- and third-year students in the University Honors Program to gain key disciplinary and research knowledge and skills. These courses are generally discussion-based with some components of the course (e.g., class sessions, choice of assignments or readings) led by students. Courses typically focus on complex questions and inquiries with emphasis on creating opportunities for prolonged engagement with and intensive reflection on research skills and methods. Students engage in scholarly inquiries that involve ongoing writing, reflection and feedback from the faculty member and peers. Assignments, readings and activities in the course purposefully promote a set of student learning outcomes. All Tier Two courses undergo evaluation and assessment, and all courses must have at least 11 University Honors students enrolled in them for the course to be offered.
Tier Two Honors Courses have three possible formats:
- A newly developed seminar that is dedicated solely to Honors students
- An existing course that is revised into an honors seminar dedicated solely to Honors students
- An existing course that enrolls both Honors & non-Honors students and includes additional expectations for University Honors students wishing to receive honors credit
Faculty members teaching honors courses are offered various forms of support and are strongly encouraged to participate in our faculty development opportunities. Instructors are compensated for teaching honors courses.
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Tier Two co-curricular or out-of-class experiences require intensive and sustained student involvement and promote students’ capacity for leadership and discovery in more experiential ways than is done in a traditional classroom setting. Tier Two co-curricular experiences promote a set of student learning outcomes and undergo assessment.
Examples of Tier Two Programs include:
- Intensive community service project or field excursion with action-based research project
- Urban Leadership Internship Program
- Collegiate Mock Trial (one-year participation)
- Over-the Rhine Residency Program
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