Higher Education Commons^™

Nontraditional Honors Students

Journal of the National Collegiate Honors Council Online Archive

The National Collegiate Honors Council is an association of faculty, students, and others interested in honors education. Executive Committee: Rick Scott, President, University of Central Arkansas; Jim Ruebel, President-Elect, Ball State University; Gregory Lanier, Immediate Past-President, University of West Florida; Barry Falk, Vice-President, James Madison University; Kyoko Amano, Secretary, University of Indianapolis; Gary Bell, Treasurer, Texas Tech University. Executive Director: Cynthia M. Hill, headquartered at University of Nebraska–Lincoln. Board of Directors: Suketu Bhavsar, California State Polytechnic University, Pomona; Lisa Coleman, Southeastern Oklahoma State University; Riley Cook, University of Iowa; Emily Jones, Oklahoma State University; Joe King, Radford University; Jon Kotinek, …

Dedication

Journal of the National Collegiate Honors Council Online Archive

Recently selected as an NCHC Fellow, Hallie Savage has been a major player in honors for the past sixteen years. Having earned her PhD from Kent State University, she joined the faculty of Clarion University of Pennsylvania in 1992 and is Professor of Communication Sciences and Disorders as well as, since 1997, Director of the Honors Program. During her years at Clarion, she has produced many pages’ worth of publications and presentations in honors as well as in her academic discipline while also receiving numerous awards for her teaching and service. Her service to the National Collegiate Honors Council began …

Nontraditional Honors, Janice Rye Kinghorn, Whitney Womack Smith

Journal of the National Collegiate Honors Council Online Archive

While honors programs and colleges often proclaim the importance of recruiting and retaining a diverse group of high-ability students, many are still exclusionary and predicated on assumptions about the student body that are no longer valid. In general, we assume that honors students matriculate straight from high school and, having no family obligations, are able to reside in honors living-learning communities, participate in co-curricular honors experiences, and take advantage of honors study abroad opportunities. The structure and programming of honors can thus prohibit the full participation of nontraditional students and compound the personal and psychological barriers that keep many talented, …

Signifying Difference: The Nontraditional Student And The Honors Program, Nancy Reichert

Journal of the National Collegiate Honors Council Online Archive

In their essay “Nontraditional Honors,” Janice Rye Kinghorn and Whitney Womack Smith state that students who are “twenty-five-years of age and older are usually considered nontraditional.” However, they first acknowledge that “traditional” and “nontraditional” are “constructed and slippery terms.” One of the most important ways that we as faculty and staff can serve our students through an honors education is to deconstruct terms such as “traditional” and “nontraditional” in order to show the significant gaps between the signifiers and the signified and to expose the negative connotations of a construct that is defined as not being the other construct.

Undocumented In Honors, Kimberly Aramburo, Suketu Bhavsar

Journal of the National Collegiate Honors Council Online Archive

In the Kellogg Honors College at Cal Poly Pomona, I (SB) have encountered several high-achieving students who, after coming to trust me, have revealed themselves to me as undocumented. These students came to the United States as children through non-legal channels, generally brought by their families, who were searching for opportunities or for escape from dangerous, oppressive situations in their home countries. These students have recently become known as “Dreamers,” after the Dream Acts being debated in the highest levels of government in the United States. Often first-generation college students, they are usually economically disadvantaged.

John Boswell: Posting Historical Landmarks At The Leading Edge Of The Culture Wars, Jeffery Cisneros

Journal of the National Collegiate Honors Council Online Archive

One of the most enduring and controversial figures in the field of history is John E. Boswell. His work on homosexuality and the history of the Christian Church was published at a key time during the Stonewall Riots in the late 1960s and the removal of homosexuality from the list of diagnostic mental disorders in the mid 1970s. This social upheaval created a dynamic that not only influenced Boswell personally but contributed to the vehement reaction to his book Christianity, Social Tolerance, and Homosexuality: Gay People in Western Europe from the Beginning of the Christian Era to the Fourteenth Century. …

Editor’S Introduction, Ada Long

Journal of the National Collegiate Honors Council Online Archive

This issue of the Journal of the National Collegiate Honors Council begins with a Forum on “Nontraditional Honors Students.” We distributed the lead essay titled “Nontraditional Honors,” by Janice Rye Kinghorn of Miami University Middletown and Whitney Womack Smith of Miami University Hamilton, on the NCHC website, on the listserv, and in NCHC e-Newletters several months in advance, and we invited contributors to consider the following questions:

Assessing Rigor In Experiential Education: A Working Model From Partners In The Parks, John S. Maclean, Brian J. White

Journal of the National Collegiate Honors Council Online Archive

Assessment has become a popular buzzword on academic campuses over the last few decades. Most assessment models are designed to evaluate traditional learning structures. If we were to state simply the process of assessment, it might read like this: a) what you want the students to learn; b) how you want to teach the material; c) how you know if the students learned the material. In a traditional pedagogical environment, for example, an instructor might want the students to learn how early geologists deduced the influence of glaciation in the Sierra Mountains from striations on polished granite surfaces. She would …

Nchc Publication Order Form

Journal of the National Collegiate Honors Council Online Archive

Purchases may be made by calling (402) 472-9150, emailing nchc@unl.edu, visiting our website , or mailing a check or money order payable to: NCHC • University of Nebraska–Lincoln • 1100 Neihardt Residence Center • 540 N. 16th Street • Lincoln, NE 68588-0627.

Admissions And Retention In Honors

Journal of the National Collegiate Honors Council Online Archive

The National Collegiate Honors Council is an association of faculty, students, and others interested in honors education. Executive Committee: Rick Scott, President, University of Central Arkansas; Jim Ruebel, President-Elect, Ball State University; Gregory Lanier, Immediate Past-President, University of West Florida; Barry Falk, Vice-President, James Madison University; Kyoko Amano, Secretary, University of Indianapolis; Gary Bell, Treasurer, Texas Tech University. Executive Director: Cynthia M. Hill, headquartered at University of Nebraska–Lincoln. Board of Directors: Suketu Bhavsar, California State Polytechnic University, Pomona; Lisa Coleman, Southeastern Oklahoma State University; Riley Cook, University of Iowa; Emily Jones, Oklahoma State University; Joe King, Radford University; Jon Kotinek, …

Contents 2

Journal of the National Collegiate Honors Council Online Archive

Call for Papers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Submission Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Dedication to Deborah Sell Craig. . . . . . …

Editor’S Introduction 2, Ada Long

Journal of the National Collegiate Honors Council Online Archive

At least as much as the curricular or extracurricular opportunities that an honors program offers to students, its admissions and retention policies determine the teaching and learning that take place within it. In defining which students will be welcome in the community of honors, administrators broadcast their values before students even apply. If grades and test scores are the criteria for admission, then students can anticipate that the program will hold such competitive rankings in high regard. The higher the required grades and scores, the more rigorous the competition that students can expect. Students should also anticipate that retention policies …

Notes Toward An Excellent Marxist-Elitist Honors Admissions Policy, Jerry Herron

Journal of the National Collegiate Honors Council Online Archive

I beg indulgence for an opening anecdote that will perhaps point the issue at hand in a useful direction. I am descended from an honorable line of traveling preachers and car salesmen. As to the preachers, one forebear in particular would occasionally suffer a certain reluctance among the flock when he made his call inviting potential congregants to come forward and receive the benefits of faith, which—to invoke the other side of my family tree—was not unlike the annual call to view new car models back when model change was real and something people could believe in. In order to …

Mothers In Honors, Mimi Killinger, Rachel Binder-Hathaway, Paige Mitchell, Emily Patrick

Journal of the National Collegiate Honors Council Online Archive

The University of Maine’s 2012 valedictorian, honors student Rachel Binder-Hathaway, gave her graduation speech via Skype last May as she had already begun a yearlong Fulbright Scholarship in Bangladesh. Rachel was putting to use her business and economics degrees, traveling to numerous villages in an effort to determine various best practices in microfinance while also isolating ineffective program elements. She intended to help Bangladeshi women grow their own successful small businesses and thus work their way out of relentless and abject poverty. Rachel is committed to assisting these women, who would otherwise have few opportunities outside the home, to create …

Assessing Success In Honors: Getting Beyond Graduation Rates, Sean K. Kelly

Journal of the National Collegiate Honors Council Online Archive

An honors curriculum with realistic graduation requirements should have a respectable graduation rate. This number, when low, can indicate significant problems in the program. But a high graduation rate does not necessarily indicate success. A quality honors program, especially one that remains attentive to students’ ability to thrive, might have better measures available for judging impact and effectiveness. After all, manipulating a graduation rate is easy: make the curriculum excessively convenient and lower standards. While some honors curricula are perhaps unnecessarily rigid or unusually difficult, the faculty and administrators of most quality programs have managed to create a curriculum with …

Nontraditional Honors And The Hopefulness Of Summer Reading, Angela M. Salas

Journal of the National Collegiate Honors Council Online Archive

In the summer of 2012, I had the good fortune to have my summer session course cancelled as a result of low enrollment. While unexpectedly losing a course and a salary was unpleasant, I undertook a reading program designed to help me improve our first-year honors classes. The sequence, Honors 103 and 104, is known as the Common Intellectual Experience (CIE), and it fulfills multiple general education requirements for all but our nursing students. In the course of the year, students read and respond to four texts (generally paired fiction and nonfiction works), prepare a guided, independent research project, give …

College Of Science And Mathematics Newsletter, Winter 2013, College Of Science And Mathematics, Wright State University

College of Science and Mathematics Newsletters

This 8 page newsletter discusses various happenings within the College of Science and Mathematics. It begins with a letter from the dean, and continues on with news, events, alumni news, and other community news.

A Critical Review Of Reflectivity, Andragogy, And Confucianism, John A. Henschke Edd

IACE Hall of Fame Repository

The link between Confucian humanism, Mezirow' theory of reflectivity, and the convergence of a worldwide concept of andragogy (the art and science of helping adults learn) articulated by Savicevle, Knowles, Mezirow's theory has increasingly developed to integrate inner reflection expressed through transformed perspectives and decision and action, and andragogy has focused on facilitation of collaborative interaction and self-direction in learning involving the whole person. To appreciate the basis of these three schools of theory, this chapter presents a discussion of these originating theorists. As an introductory thought, the following quotations illustrate how Confucius' thought has long been valued and aspired …

Super Andragogy, John A. Henschke Edd

IACE Hall of Fame Repository

This presentation looks at the History, Philosophy and Major Themes of Andragogy that have emerged in the author’s research and practice. It explores those aspects of andragogy within the context of the theme of this Conference – Lifelong Learning for All in 2013 – and indicates how the expanding scope of this investigation offers a frame for carrying forward an inspirational concept to the great benefit of lifelong learning constituencies around the globe.

A 2013 Update Of Research In Andragogy Has Revealed Some New Dimensions And Another Era As We Looked Toward Andragogy's Future, John A. Henschke Edd

IACE Hall of Fame Repository

This paper on the History and Philosophy of Andragogy is mainly limited [with a few exceptions] to a chronological history and the accompanying philosophy of andragogy, in line with when the English language documents were published and personal descriptions of events were written down. Some of these documents, however, present aspects of the events and ideas which recount the years and contexts in which they appeared in published form. This will not be an exact history of the events and philosophy as they appear in chronological order. But, this will be presented in the general sequence of the years that …