Faculty Guide for Course and
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
Coding for a Module within a course:
- Students may
opt to complete an elective engaged
learning module that meets the criteria for Odyssey credit;
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.
CRITERIA FOR ODYSSEY COURSE OR MODULE CODING REQUESTS
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.
should develop artistically, and demonstrate growth in the endeavor
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.”
have a “direct and substantial” immersion in “the target culture or
environment” (one to two weeks of continuous immersion at a minimum).
are designed to provide students with new perspectives about their own culture
or environment and to promote growth and self-reliance.
complete a reflection component designed to help them deliberate on their
growth in cultural understanding and the effect of the experience on their
Undergraduate Research Criteria
- Project is
“substantial (in breadth, scope, scale, maturity, effort, and time involved).”
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.
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
give the student the opportunity to develop or refine skills related to a
specific professional field, AND/OR
“immerse the student in a well-focused exploration of the student’s choices of
profession or vocation.”
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.”
Leadership Development Focus:
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.
requires a minimum of 100 hours of engagement, which may be distributed across
four distinct leadership development commitments.
submit a reflective analytical component, including “written analyses of their
Service to the World Criteria
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.
involve a minimum of 30 recorded on-site service hours.
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
“extend, connect or deepen their liberal arts learning” through projects do at
least one of the following:
different ways of knowing;
together the methods, insights, concerns, or subject matters of different
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.
complete a component requiring them to reflect on their experience of doing the
project and on the outcomes they achieved.
Goals of the Odyssey Program
completing the graduation requirement of at least three Odyssey credits, each
in a different category, Hendrix students achieve the following four outcomes:
of learning—both what they know and how they come to know—by:
examination of ideas in new contexts,
application of theories to practice,
first-hand discovery of how things are in the world,
- the exercise
of, and reflection upon, their powers of judgment in practical situations.
Self-Discovery and Professional Development through:
discovery of qualities and capacities they possess for acting effectively in
- the exercise
of resourcefulness and problem-solving abilities in new and complex situations,
identification and exploration of vocational and a-vocational passions,
reflective delineation of values, life plans, graduation and career goals in
light of hands-on experience.
of a sense of ownership over one’s educational pursuits and of the habits
conducive to life-long learning by:
structuring educational projects in accordance with self-selected learning
previous learning to new contexts in creative and novel ways
unforeseen connections among disciplines, schools of thought, or social
- learning to
learn from critical reflection upon both success and failure.
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
one’s capacity to explore the world and act as an effective agent within it,
reflective and articulate about how one’s values and beliefs influence one’s
actions and actions shape and reveal one’s values and beliefs.
exposure to, and critically reflecting upon, previously unfamiliar avenues of
response to intellectual queries and social problems,
conscious decisions in the selection or design of hands on projects responsive
to local and/or global communities.