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Full-Text Articles in Education
Expand The Honors Curriculum: Teach Entrepreneurship, Risk-Taking, And Change Across The Curriculum, James D. Bell
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
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
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
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
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
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
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
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
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
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)
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
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
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
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
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
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
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 …