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Honors in Practice Online Archive

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Cultural Enrichment: Finding Where You Fit, Exploring Individuality And Community, Leslie Hahn, Jim Rogers Jan 2006

Cultural Enrichment: Finding Where You Fit, Exploring Individuality And Community, Leslie Hahn, Jim Rogers

Honors in Practice Online Archive

This one-credit-hour living, learning community course is designed for first-year students who live in the Honors & Scholars residence hall (Tappan Hall). This course will help you prepare to make the most of your college experience and create a sense of community with your peers. Within the context of community and individuality, we will explore the three tenets of the Miami Honors & Scholars Program: Scholarship, Leadership, and Service.


Fun And Games Of Teaching: Simulations In A Social Problems Course, Lisa New Freeland Jan 2006

Fun And Games Of Teaching: Simulations In A Social Problems Course, Lisa New Freeland

Honors in Practice Online Archive

In attempts to move my honors social problems course from a passive environment to a more active and student-centered one, I drew on my experience and the experience of others using simulations to produce a course model committed to “games” and student-initiated learning. I stepped back and reevaluated what I wanted my students to gain while in my class and what impact I wanted the course to have on their future in society. Simulation games provide an opportunity for students to discover knowledge and drive their own education rather than passively taking in information. These “games” are simulations of real …


Dominican University Of California’S Honors Program And Its Relation To University Heritage And Mission, Jayati Ghosh, M. Patricia Dougherty, Kenneth Porada Jan 2006

Dominican University Of California’S Honors Program And Its Relation To University Heritage And Mission, Jayati Ghosh, M. Patricia Dougherty, Kenneth Porada

Honors in Practice Online Archive

In this paper, we discuss how we came to restructure the honors program at Dominican University of California and fit it more closely to the institutional mission and Dominican values. The mission statement of Dominican University of California reads: “We are an independent, learner-centered, international university which interweaves Dominican values, the liberal arts and sciences and the skills and knowledge necessary to live and work in an independent world.” The four Dominican values are study, service, community, and reflection. Our primary interest is the way adaptation of an honors program to its unique campus mission and values can strengthen the …


Community Beyond Honors: Butler University’S Community Fellows Program, Margaret Brabant, Anne Wilson Jan 2006

Community Beyond Honors: Butler University’S Community Fellows Program, Margaret Brabant, Anne Wilson

Honors in Practice Online Archive

Campus collaboration between academic areas is often encouraged but can be difficult to implement in practice. Opportunities for instructional collaboration where the goals of each program must be met are even more challenging. Despite such challenges, a collaboration known as the Community Fellows Program was initiated between the Honors Program and the Center for Citizenship and Community at Butler University. The Community Fellows Program has not only brought together academic and programmatic areas at Butler but also introduced Indianapolis community leaders to honors students, faculty, and staff. While our students have appreciated the community leaders’ “real world” experiences, the community …


Overview Of The Nchc Faculty Institute In Miami And The Everglades, Peter Machonis Jan 2006

Overview Of The Nchc Faculty Institute In Miami And The Everglades, Peter Machonis

Honors in Practice Online Archive

The Honors College at Florida International University recently hosted a Faculty Institute for fifteen honors program and honors college professors entitled “Miami and the Everglades: Built and Endangered Environments.” Participants came from Florida, Georgia, South Carolina, Ohio, Kentucky, New York, Pennsylvania, Iowa and Arizona. The Institute was organized by the Honors Semesters Committee of NCHC.

Participants used FIU’s Wolfsonian Museum on South Beach as a base for exploring the various communities of Miami Beach, using the City as Text© methodology—an approach to active learning that integrates direct experience, inquiry and knowledge. They also took part in a one-day field exploration …


The Legacy Of Ancient Technology (Uhon 222–009), Troy Lovata Jan 2006

The Legacy Of Ancient Technology (Uhon 222–009), Troy Lovata

Honors in Practice Online Archive

This course is based in the actual construction, use, and hands-on study of ancient technologies. The everyday, the mundane and the ubiquitous are keys to understanding the past. At the same time, ancient technologies set the stage for modern tools and artifacts, and they provide comparisons to how and why we use technology today. Students will construct and experiment with fire, stone tools, spears and atlatls, weaving and basketry, and adobe architecture. This course will also expose students to both historical and modern issues of resource use and preservation, consumerism and fashion, and the relationship between the natural and built …


East Meets West: Honors 101, Eliza Glaze, Philip Whalen Jan 2006

East Meets West: Honors 101, Eliza Glaze, Philip Whalen

Honors in Practice Online Archive

Honors 101 is a humanities-based interdisciplinary course designed to explore itineraries pertinent to a life of public engagement and ethical responsibility. The theme for the current academic year is “East Meets West.” We examine key primary sources (textual, graphic and musical) and scholarly analyses that discuss various encounters—between the West and East around the globe, past and present. By the end of term, students will have a sounder understanding of the historical roots of contemporary opportunities, challenges, obstacles, and future departures engendered by East-West encounters.


Editorial, Volume 2 - 2006, Ada Long, Dail Mullins Jan 2006

Editorial, Volume 2 - 2006, Ada Long, Dail Mullins

Honors in Practice Online Archive

Table of Contents:

Editorial Policy

Submission Guidelines

Dedication to Ted Estess

Editor’s Introduction by Ada Long

Honors in Chile: New Engagements in the Higher Education System by Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, and Frederick J. Conway

Dominican University of California’s Honors Program and its Relation to University Heritage and Mission by Jayati Ghosh, M. Patricia Dougherty, and Kenneth Porada

Community Beyond Honors: Butler University’s Community Fellows Program by Margaret Brabant and Anne M. Wilson

Leadership in Scholarship Program by Matthew L. Smith and Jason C. Vallee

How to Develop and Promote an Undergraduate Research Day by Michael K. …


Honors College, Honors 298: Special Topics, 3 Credits, John Charpie, Michael Shea Jan 2006

Honors College, Honors 298: Special Topics, 3 Credits, John Charpie, Michael Shea

Honors in Practice Online Archive

Students explore the logic of science by examining the language and writing about science, using various thinking-writing exercises to stimulate their research. While hearing lectures about fundamental scientific principles and analyzing knowledge structures of scientific discourse, students write cause-and- effect explanations of a variety of phenomena by building them up from first principles; science essays are developed using standard rhetorical devices of scientific discourse. Small-group exercises include “work shopping” each student’s writing regarding tone, clarity, fluidity, and accuracy. Twenty-three students enroll in this course.


How To Develop And Promote An Undergraduate Research Day, Michael Cundall Jan 2006

How To Develop And Promote An Undergraduate Research Day, Michael Cundall

Honors in Practice Online Archive

Undergraduate research is becoming an ever larger focus for universities and colleges. Many institutions already sponsor undergraduate research forums, and there is a national council, the Council on Undergraduate Research (www.cur.org), for the promotion of undergraduate research. As universities of all types become more intent on having their instructors and professors develop their own research, undergraduate students are being sought after to aid professors’ established research projects where the work done in these areas can lead to later independent research. In some cases students are encouraged to develop their own research projects with the aid of a faculty member. Some …


They Filched Our Program! How To Turn That Into A Good Thing, Anne Wilson, Melissa Ludwa Jan 2006

They Filched Our Program! How To Turn That Into A Good Thing, Anne Wilson, Melissa Ludwa

Honors in Practice Online Archive

The Butler University Honors Program, like many other honors programs and colleges, is often the generator of “good ideas” on campus. We are considered an experimental classroom environment for piloting new courses, programming ideas, and/or introducing potential new areas of study. Both faculty and students recognize this characteristic of the program, and we are pleased to serve as a sort of laboratory for other campus initiatives. However, several key pieces of our Honors Program were recently folded into other aspects of our own university. While we know that imitation is the highest form of flattery, maintaining a distinct honors program …


Using Peer Review In Honors Courses, Jeffrey Stowell Jan 2006

Using Peer Review In Honors Courses, Jeffrey Stowell

Honors in Practice Online Archive

Instructors of writing courses have used peer review in their classes for many years, but there is clear application in other disciplines, especially in honors courses in which instructors expect students to be actively engaged in the learning process and students are more likely to possess greater critical thinking skills. Indeed, because most honors courses are writing intensive, potentially all honors faculty are writing teachers.


Honors In Chile: New Engagements In The Higher Education System, Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, Frederick J. Conway Jan 2006

Honors In Chile: New Engagements In The Higher Education System, Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, Frederick J. Conway

Honors in Practice Online Archive

Honors programs are rare in Latin America, and in Chile they were unknown before 2003. At the Universidad Austral de Chile, an interdisciplinary group of scholars linked to environmental studies put forward a pilot project for implementing a new experience in higher education. Challenged by an educational environment where (i) apathy and mediocrity have taken over the classrooms, (ii) monodisciplinary training rules the university campus, and (iii) authoritarian teaching persists, this has been an experiment in new ways of approaching the classroom. Stimulated by experiences in the USA, a project proposal was written, finding support in the Chilean Ministry of …


Expand The Honors Curriculum: Teach Entrepreneurship, Risk-Taking, And Change Across The Curriculum, James D. Bell Jan 2005

Expand The Honors Curriculum: Teach Entrepreneurship, Risk-Taking, And Change Across The Curriculum, James D. Bell

Honors in Practice Online Archive

Having students apply what they study and learn is a principal goal of all educators. This article describes a course, “Entrepreneurship, Leadership, and Team Building: Identifying and Applying Best Practices,” that was developed and taught in each of the last two years for a University Honors Program. Students not only learned but applied this learning as they effected minor and major change on campus. In addition, this article provides background information relevant to professors interested in offering a similar course and shares projects, outcomes, and a full-course structure.


We Know They Are Smart, But Have They Learned Anything?: Strategies For Assessing Learning In Honors, Steffen Pope Wilson, Rose M. Perrine Jan 2005

We Know They Are Smart, But Have They Learned Anything?: Strategies For Assessing Learning In Honors, Steffen Pope Wilson, Rose M. Perrine

Honors in Practice Online Archive

The independent assessment of student learning, or outcomes assessment, is a topic of national interest and one that is currently being addressed by many institutions of higher education. Honors programs, like all academic units, are being asked to create outcomes assessment programs. We provide here a brief history of outcomes assessment and an overview of the basic steps required for creating an outcomes assessment program. We then discuss suggestions for implementing outcomes assessment in honors.


On The Benefits Of Teaching Honors, Alexander Werth Jan 2005

On The Benefits Of Teaching Honors, Alexander Werth

Honors in Practice Online Archive

Honors colleges and programs vary widely by institution, naturally, but the main feature they share is involvement by top students of superior ability and motivation. Typically honors courses also involve top teachers—those who are most skilled, conscientious, and passionate about teaching. This applies whether honors teachers are self-selected, nominated by peers, or chosen by an honors director or coordinator.


Jump-Starting Honors Community With Introductory Biographies, James Swafford Jan 2005

Jump-Starting Honors Community With Introductory Biographies, James Swafford

Honors in Practice Online Archive

Last June, as they descended from the peak experience of high school graduation, the forty newly selected members of the Humanities and Sciences (H&S) Honors Program at Ithaca College received a summer-reading book from me, the Honors Director, with a request for information in exchange: enclosed in the packet was a brief questionnaire about their experiences, their likes and dislikes, their hopes for the future. The questionnaires took only a few minutes to complete, but once the replies were translated into a set of introductory biographical sketches and sent back to the students in August, the information provided a great …


Team Leaders And The Honors Freshman-Year Experience, Alvin Wang, Crystal Espinosa, Cassandra Long, Anik Patel Jan 2005

Team Leaders And The Honors Freshman-Year Experience, Alvin Wang, Crystal Espinosa, Cassandra Long, Anik Patel

Honors in Practice Online Archive

In this article, we report on an effective means to enhance the honors freshman- year experience and thereby reduce the high rates of attrition commonly associated with the first year in college. Research by Tinto (1975; 1987) has shown that academic as well as social integration contributes to student persistence and success in college. Consequently, the successful transition from high school to college requires that freshmen make adjustments both academically and socially. The lack of integration in either of these domains will reduce student persistence and increase the likelihood that students will be college dropouts. The effects of academic and …


Building Community And Fostering Excellence Through The Writing Process, Ellen Riek Jan 2005

Building Community And Fostering Excellence Through The Writing Process, Ellen Riek

Honors in Practice Online Archive

The purpose of this article is to share a successful model for incorporating community building and academic achievement into an honors program by creating a public forum for honors students to display their work. According to what Roger McCain has described as a fundamental humanistic view of a university honors education, each student possesses a hierarchy of needs, which includes the need for individual value to be “recognized and confirmed, so that the individual [student] develops a sense of his or her own unique identity” (2). I suggest that honors writing courses, in particular, can foster what McCain contends is …


Stockholm Study Abroad: Scientific Breakthroughs And Nobel Laureates, Jana Pressler, Eric Rosenfeld, Marianne Alverbo Larsson Jan 2005

Stockholm Study Abroad: Scientific Breakthroughs And Nobel Laureates, Jana Pressler, Eric Rosenfeld, Marianne Alverbo Larsson

Honors in Practice Online Archive

Undergraduate study abroad experiences and immersive international programs serve as rich learning opportunities and substantive creative endeavors. This is particularly true for honors students. This paper describes an honors course that was developed around the idea of the scientific method, targeted at exploring scientific breakthroughs and Nobel laureates, and conducted at the site where the majority of Nobel Prizes are awarded: the Karolinska Institute in Stockholm, Sweden. For the “Stockholm Study Abroad” course at The Pennsylvania State University, honors students were asked to examine elements of the scientific method as the underlying framework of research studies, discuss traditional and nontraditional …


Funding Honors Needs Through Student Government Resources, Geoffrey Orth Jan 2005

Funding Honors Needs Through Student Government Resources, Geoffrey Orth

Honors in Practice Online Archive

In recent years, issues of funding have been largely absent from Honors literature. This is a curious omission because the availability of funding is the single most likely factor to further or hinder a program’s development. Many of our programs are well endowed, especially in scholarships, but it’s rare to find an honors program with generous resources in operating funds, despite the inclusion of an item relating to an “adequate budget” in the NCHC’s well-known “Basic Characteristics of a Fully-Developed Honors Program.”


Editorial, Volume 1 - 2005 Jan 2005

Editorial, Volume 1 - 2005

Honors in Practice Online Archive

Editorial Policy

Submission Guidelines

Dedication to Grey Austin

Editor’s Introduction: Ada Long

Keeping Honors Information Current by Joan Digby and Tracey Christy

Tenure and Promotion in Honors by Rosalie Otero

We Know They’re Smart, but Have They Learned Anything?: Strategies for Assessing Learning in Honors by Steffen Pope Wilson and Rose M. Perrine

Funding Needs Through Student Government Resources by Geoffrey Orth

On the Benefits of Teaching Honors by Alexander Werth

Contracting in Honors by Kambra Bolch

Reviving an Honors Program with Specialized Sequence Tracks by Sharon Carrish

Honors Courses: More Difficult or Different? by Jim Lacey

Transferring a Course …


Keeping Honors Information Current, Joan Digby, Tracey Christy Jan 2005

Keeping Honors Information Current, Joan Digby, Tracey Christy

Honors in Practice Online Archive

In the process of composing the fourth edition of Peterson’s Smart Choices: Honors Programs & Colleges, we spent a great deal of time verifying current information about our member institutions. This turned out to be far more difficult than we had anticipated, and so we would like to share with you some of the problems we encountered that may have practical implications for you when it comes to keeping in touch with NCHC, providing information about your program, and recruiting new students.


Honors In Practice, Volume 1 (Complete Issue) Jan 2005

Honors In Practice, Volume 1 (Complete Issue)

Honors in Practice Online Archive

CONTENTS
Editorial Policy
Submission Guidelines
Dedication to Grey Austin
Editor’s Introduction Ada Long

ADMINISTRATIVE MATTERS
Keeping Honors Information Current Joan Digby and Tracey Christy
Tenure and Promotion in Honors Rosalie Otero
We Know They’re Smart, but Have They Learned Anything?: Strategies for Assessing Learning in Honors Steffen Pope Wilson and Rose M. Perrine
Funding Needs Through Student Government Resources Geoffrey Orth

CURRICULUM AND INSTRUCTION
On the Benefits of Teaching Honors Alexander Werth
Contracting in Honors Kambra Bolch
Reviving an Honors Program with Specialized Sequence Tracks Sharon Carrish
Honors Courses: More Difficult or Different? Jim Lacey
Transferring a Course Developed for …


Tenure And Promotion In Honors, Rosalie Ortero Jan 2005

Tenure And Promotion In Honors, Rosalie Ortero

Honors in Practice Online Archive

The Chronicle of Higher Education Review (2/11/05) published an article on “Collaborative Efforts: Promoting Interdisciplinary Scholars” by Stephanie L. Pfirman, James P. Collins, Susan Lowes, and Anthony F. Michaels. They wrote, “Creative research and teaching increasingly occur at the junction between traditional disciplines. As a result, many colleges and universities have committed themselves to fostering interdisciplinary scholarship. But the scholars who work at that junction are confronted with conventional departmental hiring, review, and tenure procedures that are not suited to interdisciplinary work and can slow or block the progress of their careers.”


Transferring A Course Developed For Honors Students To Non-Major Biology Students: Lessons Learned, Mark A. Mcginley Jan 2005

Transferring A Course Developed For Honors Students To Non-Major Biology Students: Lessons Learned, Mark A. Mcginley

Honors in Practice Online Archive

Honors colleges offer the opportunity for faculty to teach small classes to motivated, academically gifted students. One possible benefit offered by teaching honors courses is the opportunity to experiment with new teaching approaches. Thus, one goal of honors colleges is to act as a “lab” for developing novel educational approaches that can be applied across the university. Here I report on the lessons learned from my experience transferring a course developed for honors students to the general student population.


Honors Courses: More Difficult Or Different?, Jim Lacey Jan 2005

Honors Courses: More Difficult Or Different?, Jim Lacey

Honors in Practice Online Archive

At a well-attended “Developing in Honors” (DIH) session at the 2004 NCHC conference in New Orleans, the question of whether honors courses should be more difficult than or different from standard courses turned out to be unusually lively. The panelists insisted that honors courses should be different in a number of ways, all advocating smaller, interactive classes. My position went further in this direction, arguing that honors courses should replace General Education Requirements, courses often crowded with unwilling students, taught by instructors who would rather be doing something else, and dumbed down. Honors courses, I suggested, should not be specialized. …


Reviving An Honors Program With Specialized Sequence Tracks, Sharon Carrish Jan 2005

Reviving An Honors Program With Specialized Sequence Tracks, Sharon Carrish

Honors in Practice Online Archive

When I assumed the position of Honors Program Director along with my other responsibilities, I was handed the Honors Program Review from the previous five years. Nestled among the goals and objectives—alongside of recruiting, marketing and identifying faculty to teach honors courses—was the most pressing problem: serious declining enrollment. Students were being recruited for the honors program by the department of admissions, but only a very small number were continuing into their junior and senior years. With this problem of disappearing numbers came the possibility of a disappearing honors program. Apparently most of these students were dropping out of the …


Contracting In Honors, Kambra Bolch Jan 2005

Contracting In Honors, Kambra Bolch

Honors in Practice Online Archive

A survey of the second edition of Peterson’s Honors Programs reveals that a variety of honors programs and colleges around the country employ the honors contract as one mechanism whereby students may earn honors course credit. Although there is no uniform definition of what a contract entails, one common approach is the completion of a paper, project, or other assignment in addition to a non-honors course’s requirements. Of the 360 listings in the Peterson’s guide, at least 43 public, private, two-year, and four-year programs and colleges choose to mention contracting in their listings. Contracting, therefore, appears to provide a prominent …


Using Students Mentors In An “Introduction To Honors” Course, Betsy Bach, Rachel Kinkie, Sam Schabacker Jan 2005

Using Students Mentors In An “Introduction To Honors” Course, Betsy Bach, Rachel Kinkie, Sam Schabacker

Honors in Practice Online Archive

The Davidson Honors College at the University of Montana requires “Introduction to Honors” of all matriculating students. The course is offered for one credit and is designed to develop a sense of organizational identification among the first-year students enrolled in each of the ten sections that we teach every fall semester. Specifically, the goals of the course for students are to a) develop community, b) learn the essentials of a liberal arts education, and c) participate in activities they might not typically experience (e.g., community service or cultural events). Faculty members teaching each section volunteer their time and are provided …