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A Dialogical Exercise For Honors Students, J. Robert Baker
A Dialogical Exercise For Honors Students, J. Robert Baker
Honors in Practice Online Archive
To expand students’ abilities to think critically, honors instructors ask them to step aside from their objections to a passage in The Handbook of Epictetus to consider how that passage makes sense to Epictetus.
Risky Honors, Andrew J. Cognard-Black
Risky Honors, Andrew J. Cognard-Black
Journal of the National Collegiate Honors Council Online Archive
Most educators today are likely to proclaim a commitment to teaching critical thinking. Willingness to take intellectual risks such as questioning orthodox teachings or proposing unconventional solutions is an important component of critical thinking and the larger project of liberal education, yet the reward structures of educational institutions may actually function to discourage such risk-taking. In light of the extra importance placed on grades and high-stakes entrance exams in an increasingly competitive educational marketplace, this problem might presumably be magnified among honors students. This essay concludes by calling on honors educators and other interested parties to contribute their voices, their …
With Great Privilege Comes Great Responsibility, Anne Dotter
With Great Privilege Comes Great Responsibility, Anne Dotter
Journal of the National Collegiate Honors Council Online Archive
This essay contends that honors education should seize the opportunity to expose our students to the horrors of our society such as “the violence against those among us with the least amount of power.” We can affirm our curricular foundation (writing, reflection, and critical thinking) by supplementing it with histories of oppression in order to better equip our students with the tools necessary to become change agents. Such a shift in curricular content and pedagogies could engender changes in our institutional practices that model successful collaboration across races, cultures, and disciplines for our students, ultimately leading the way to a …
Ethn 201: Introduction To Native American Studies--A Benchmark Portfolio, Margaret Huettl
Ethn 201: Introduction To Native American Studies--A Benchmark Portfolio, Margaret Huettl
UNL Faculty Course Portfolios
This portfolio traces the process of the design, teaching methods, and assessment tools I used in reconfiguring ETHN 201: Introduction to Native American Studies. “Introduction to Native American Studies” (INAS) is an introductory survey course taken either as an elective or as the foundation of a Native Studies minor. The class size is relatively small, capped at twenty-four students. Students who take this course come from a broad cross-section of disciplines in the College of Arts and Sciences and beyond, although perhaps the greatest portion comes from the Humanities. The course serves as an introduction to the interdisciplinary field of …
Fren 302: Representative Authors Ii-A Peer Review Of Teaching Benchmark Portfolio, Julia Frengs
Fren 302: Representative Authors Ii-A Peer Review Of Teaching Benchmark Portfolio, Julia Frengs
UNL Faculty Course Portfolios
This portfolio traces the process of the design, teaching methods, and assessment tools I used in my first time teaching a survey of French literature course, FREN 302, or “Representative Authors II.” The primary goal of the course is to introduce students to “masterpieces” of French literature spanning from the Middle Ages to the present. The course is certified for the ACE 5 outcome, which emphasizes the use of analysis and interpretation. My own principal objective for the course, developing student autonomy and critical thinking skills, which intersects with this ACE 5 outcome, is the main focus of this study. …
Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne
Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne
To Improve the Academy: A Journal of Educational Development
This article offers an exploratory case study of a program for faculty that blends contemplative practices, scholarly productivity, and renewal of faculty as writers at a retreat in a natural setting. We share faculty learning outcomes, logistics, a retreat agenda, and evaluation data from four writing renewal retreats conducted over two years to present initial insight into a contemplative approach to writing retreats that fosters a connection to self, to scholarship, and to a community of writers—key elements of a successful writing life. Through critical reflection on the role of contemplative practices, scholarly productivity, and faculty well-being, we offer a …
The Use Of Song To Open An Educational Development Workshop: Exploratory Analysis And Reflections, Lawrence Lesser, Song An, Daniel Tillman
The Use Of Song To Open An Educational Development Workshop: Exploratory Analysis And Reflections, Lawrence Lesser, Song An, Daniel Tillman
To Improve the Academy: A Journal of Educational Development
Song has been used by faculty of many disciplines in their classrooms and, to a lesser extent, by educational developers in workshops. This paper shares and discusses a new song (about an instructor’s evolving openness to alternatives to lecture only teaching) and its novel use to open an educational development workshop. Self reported participant data from an exploratory survey suggest that the song was most effective in reducing stress as well as in increasing motivation, morale, engagement, and connection. Practical implications and implementation considerations are discussed regarding the song as well as related creative work.
The Role Of Critical Thinking In Reader Perceptions Of Leadership In Comic Books, Renee Krusemark Edd
The Role Of Critical Thinking In Reader Perceptions Of Leadership In Comic Books, Renee Krusemark Edd
SANE journal: Sequential Art Narrative in Education
This study qualitatively explored how readers use critical thinking to perceive leadership in The Walking Dead comic books. Sixty-nine participants gave responses regarding their thoughts about leadership in the comic via an online survey. A majority of the participants indicated a wide range of values for comics as a learning experience. Most participants perceived leadership in the comic books as an individual who protects others and makes decisions. After completing the online survey, 22 participants gave acceptable and relevant responses about their perceptions of leadership and how they form these perceptions. Information was collected through email interviewing. The study concluded …
Hist 208: History Of World War Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Thomas Berg
Hist 208: History Of World War Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Thomas Berg
UNL Faculty Course Portfolios
This Inquiry Portfolio explores the efficacy of the “flipped classroom” format for university-level history courses for students, the professor, and the history department. While creating a clear outline of expectations, readings, examination and quiz requirements will allow the student to better organize their study time, I wanted to know if the “flipped format” would help my students master the knowledge, develop good discussion skills, and practice critical thinking skills learned during classroom discussions. Also, not having taught any flipped courses, I needed the experience to discuss cogently with my peers the desirability and practicality of offering flipped history courses.
Entr/Mgnt 421: Initiating And Managing Entrepreneurial Growth—A Peer Review Of Teaching Project Benchmark Portfolio, Varkey K. Titus Jr.
Entr/Mgnt 421: Initiating And Managing Entrepreneurial Growth—A Peer Review Of Teaching Project Benchmark Portfolio, Varkey K. Titus Jr.
UNL Faculty Course Portfolios
My primary goal for this portfolio is to codify the processes and goals of this course in a manner that can be transferred to other instructors. Students consistently comment on how much they enjoy the participatory and interactive nature of the course; I would like to formally document methods to create an interactive classroom that aligns with the expectations we have of senior-level entrepreneurship students regarding critical thinking and communication skills.