Faculty Resources

Faculty Guide for Course and Module Coding

Please use this to make your request: Odyssey Course or Module Proposal Form (works best with Word 2010)

Do you want coding for the COURSE or for a MODULE as part of a course?

Coding for a Course: 

  • All students are required to do the engaged learning component that meets the requirements of the Odyssey credit;
  • Any student receiving a C or better or a CR in the course automatically receives Odyssey credit.

Coding for a Module within a course: 

  • Students may opt to complete an elective engaged learning module that meets the criteria for Odyssey credit;
  • Odyssey credit is not automatic with a C or better, or CR, in the course;
  • Faculty member is responsible for notifying Odyssey Office Manager of those completing the module successfully.

For both options, the faculty member must arrange for the submission of a project description following the choices outlined in the Odyssey Guide.


For full detail of the Category Criteria please check the Odyssey Guide.

Artistic Creativity Criteria

  • Students’ activities are creative “both conceptually and expressively” or in interpretation of another’s original piece.
  • Students should develop artistically, and demonstrate growth in the endeavor
  • Students present a final product demonstrating “both understanding and skill in executing or expressing it to an audience.”
  • Methods of critique and response encourage students to deliberate about their personal aesthetic choices and their role in the creative arts.

  Global Awareness Criteria

  • The aim of the experience is “to help students understand and appreciate cultures or environments other than their own.”
  • Students have a “direct and substantial” immersion in “the target culture or environment” (one to two weeks of continuous immersion at a minimum).
  • Activities are designed to provide students with new perspectives about their own culture or environment and to promote growth and self-reliance.
  • Students complete a reflection component designed to help them deliberate on their growth in cultural understanding and the effect of the experience on their self-understanding.  

Undergraduate Research Criteria

  • Project is “substantial (in breadth, scope, scale, maturity, effort, and time involved).”
  • Research methods of the chosen discipline are “learned and demonstrated.”
  • The research is conducted “under supervision of a Hendrix faculty member in the field of study related to the research in question.”
  • The student presents the results of his or her research in a public venue acceptable to the academic department of the area of study.
  • The supervisor is responsive to appropriate opportunities for helping the student “use the experience to explore his or her potential as a researcher or other professional in the field of study.  

Professional and Leadership Development Criteria

For Professional Development Focus:

  • Activities give the student the opportunity to develop or refine skills related to a specific professional field, AND/OR
  • Activities “immerse the student in a well-focused exploration of the student’s choices of profession or vocation.”
  • Project involves on-site engagement of a minimum of 100 hours or a contractual commitment over a two-year period (120 hours for official internships).
  • Students complete a reflective component, "including written analyses of their experience" through which they evaluate their "values, interests, strengths, and abilities as related to a professional field or vocational options.”  

For Leadership Development Focus:

  • Experience promotes the development of the student’s unique leadership style.
  • Experience enhances the student’s awareness of group dynamics and what it takes to fulfill goals through engaging with a group.
  • Experience requires a minimum of 100 hours of engagement, which may be distributed across four distinct leadership development commitments.
  • Students submit a reflective analytical component, including “written analyses of their experience.”  

Service to the World Criteria

  • Projects involve the student in assistance or support for the provision of resources, goods, political access, systemic change or other services in response to serious human and environmental problems.
  • Projects are in association with social agencies, service or civic organizations, public policy initiative, or faith communities on behalf of long-term social change or helping to solve immediate problems and alleviate present suffering.
  • Projects involve a minimum of 30 recorded on-site service hours.
  • Students complete a reflective component in which they “analyze the social, ethical, political, environmental, personal, or religious implications of what they have seen and undertaken” through the experience.  

Special Projects Criteria

  • Students “extend, connect or deepen their liberal arts learning” through projects do at least one of the following:
    • apply different ways of knowing;
    • bring together the methods, insights, concerns, or subject matters of different disciplines;
    • entail non-traditional ways of approaching a topic;
    • are in the spirit of engaged learning without fitting in the other categories.
  • The project requires a minimum of 30 recorded hours of work by each student.
  • The project has an objective or “anticipated outcomes” distinct from just having the experience or merely doing the activity.
  • Students complete a component requiring them to reflect on their experience of doing the project and on the outcomes they achieved.    

The Learning Goals of the Odyssey Program

By completing the graduation requirement of at least three Odyssey credits, each in a different category, Hendrix students achieve the following four outcomes:  

  • Enhancement of learning—both what they know and how they come to know—by:
    • the examination of ideas in new contexts,
    • the application of theories to practice,
    • the first-hand discovery of how things are in the world,
    • the exercise of, and reflection upon, their powers of judgment in practical situations.  
  • Vocational Self-Discovery and Professional Development through:
    • the discovery of qualities and capacities they possess for acting effectively in the world,
    • the exercise of resourcefulness and problem-solving abilities in new and complex situations,
    • the identification and exploration of vocational and a-vocational passions,
    • the reflective delineation of values, life plans, graduation and career goals in light of hands-on experience.  
  • Development of a sense of ownership over one’s educational pursuits and of the habits conducive to life-long learning by:
    • independently structuring educational projects in accordance with self-selected learning goals
    • applying previous learning to new contexts in creative and novel ways
    • discovering unforeseen connections among disciplines, schools of thought, or social practices,
    • learning to learn from critical reflection upon both success and failure.  
  • Increased awareness of one’s responsibility for linking action and understanding in the effort to respond effectively “to the social, spiritual, and ecological needs of our time” (Hendrix Statement of Purpose) by:
    • discovering one’s capacity to explore the world and act as an effective agent within it,
    • becoming reflective and articulate about how one’s values and beliefs influence one’s actions and actions shape and reveal one’s values and beliefs.
    • gaining exposure to, and critically reflecting upon, previously unfamiliar avenues of response to intellectual queries and social problems,
    • making conscious decisions in the selection or design of hands on projects responsive to local and/or global communities.