Education Commons^™

Quantumly Entangled: Cosmic Consciousness In The Classroom, Jack Daly

Writing Center Analysis Papers

The main problem with Western education is the dualistic perspective which separates the teacher/tutor and the student into two separate identities. However, modern physics, specifically the theory of quantum entanglement, is showing that the atoms which compose the false identity of a “self” are intertwined in a mutual state of causality. These quantum revelations are affirming the ancient wisdom teaching of “That art thou” which is found in religions and spiritualities across the globe which an individual arrives at in an ego death and rebirth experience. The system of cosmic consciousness in the classroom expunges the dualistic perspective of “you” …

Becoming A Tutor: Teachers As Tutors In One-On-One Conferences, Cree Taylor

Writing Center Analysis Papers

University Writing Centers are valuable tools for university students of any level: first-year undergraduates through doctoral candidates. Peer reviews and edits help students recognize possible flaws in their writing that they otherwise would not have seen. The climate of the Writing Center allows students to review their writing in a low-stakes, comfortable environment where their concerns are heard and addressed by an understanding peer instead of an all-knowing professor. Techniques used in the Writing Center such as making immediate connections with students, allowing students to drive the tutoring session, and continually asking about and focusing on student’s concerns with their …

You Matter To Me: The Necessity Of Validation In The Composition Classroom, Shaun Anderson

Writing Center Analysis Papers

The Utah State University Writing Center works to create a student-centered environment that provides our students with the message that their voices matter, that they are cared for, and that they belong here. This same message needs to be carried on into our composition courses. This sense of validation enables our students to develop as communicators and leaders.

Smiles, Sighs, And Nods: The Power Of A Personal Narrative, Camille Sleight-Price

Writing Center Analysis Papers

As a writing tutor and composition instructor, each time I work with a student I am meeting and getting to know a stranger through their writing. Although each student comes to sit next to me with their own background, topics of interest and insecurities, in each case I get to accompany them on the journey of meaning-making through the processes of research and composing. This paper highlights one such instance of meaning-making with a student. It suggests that this meaning-making is not just about developing students’ academic skills like research, critical thinking and composition, but is an opportunity as a …

Improving Knowledge Tracing Model By Integrating Problem Difficulty, Sein Minn, Feida Zhu, Michel C. Desmarais

Research Collection School Of Computing and Information Systems

Intelligent Tutoring Systems (ITS) are designed for providing personalized instructions to students with the needs of their skills. Assessment of student knowledge acquisition dynamically is nontrivial during her learning process with ITS. Knowledge tracing, a popular student modeling technique for student knowledge assessment in adaptive tutoring, which is used for tracing student's knowledge state and detecting student's knowledge acquisition by using decomposed individual skill or problems with a single skill per problem. Unfortunately, recent KT models fail to deal with practices of complex skill composition and variety of concepts included in a problem simultaneously. Our goal is to investigate a …

Building A Culture Of Collegiality Through Transformative Faculty Support, Rowanna L. Carpenter, Celine Fitzmaurice, Maurice Hamington, Annie Knepler, Vicki Reitenauer

University Studies Faculty Publications and Presentations

Portland State University’s (PSU) motto Let Knowledge Serve the City identifies a key piece of the University’s DNA as a community-engaged institution. As educators in PSU’s signature general education program, University Studies, we work intentionally as colleagues to catalyze transformative teaching and learning to build--with our students--a just world.

In AY 2016-17, through an iterative process involving faculty, administrators, staff, and students, University Studies adopted vision and mission statements to reflect and ground our efforts:

Vision: Challenging us to think holistically, care deeply, and engage courageously in imagining and co-creating a just world.

Mission: University Studies’ inclusive pedagogy

• provokes students …

Using Problems Of Practice To Leverage Clinical Learning, Maika Yeigh

Curriculum and Instruction Faculty Publications and Presentations

Teacher preparation is a complex endeavor. Preparation programs are designed to transform regular humans into adept teachers through carefully constructed coursework and clinical experiences. University programs and the K-12 school systems both play important roles in the process; however, tensions have persisted between university coursework and clinical field work—a divide between "theoretical" and "clinical". The 2010 NCATE Blue Ribbon Panel Report issued a call to action, and asked teacher preparation programs to reconceptualize approaches to pre-service teacher learning by placing clinical experiences at the heart of the work in an effort to bridge traditional theoretical and clinical divides. This article …

Medical Biochemistry Without Rote Memorization: Multi-Institution Implementation And Student Perceptions Of A Nationally Standardized Metabolic Map For Learning And Assessment, Douglas B. Spicer, Kathryn H. Thompson, Michelle S. Tong, Tina M. Cowan, Tracy B. Fulton, Janet E. Lindsley

Biomedical Sciences Faculty Publications

Despite the growing number of patients worldwide with metabolism-related chronic diseases, medical biochemistry education is commonly perceived as focusing on recall of facts irrelevant for patient care. The authors suggest that this focus on rote memorization of pathways creates excessive cognitive load that may interfere with learners’ development of an integrated understanding of metabolic regulation and dysregulation. This cognitive load can be minimized by providing appropriate references during learning and assessment. Biochemistry educators collaborated to develop a medically relevant Pathways of Human Metabolism map (MetMap) that is now being used at many medical schools as a nationally standardized resource during …

A Different Way To Provide Feedback Of Student Learning, Dr. Deborah Bracke

Education: Faculty Scholarship & Creative Works

This article provides an alternative to traditional letter grading.

Open Textbook Project, Sue Ann Gardner

University of Nebraska-Lincoln Libraries: Conference Presentations and Speeches

An overview of an open educational resource textbook project administered from the University Libraries, University of Nebraska-Lincoln. Images of some of the textbook authors are included.

Play And Learn: Teachers’ Perceptions About Classroom Video Games, Mariana Rocha, Brendan Tangney, Pierpaolo Dondio

Conference papers

The use of video games to support learning in the classroom became popular over the last two decades. Even though games have proved to be successful not only to improve the learning outcomes but also skills such as critical thinking and problem solving, it is still a challenge to adapt them to the classroom routine. Issues such as the lack of video games that cover the school curriculum, limited time to cover curriculum content and lack of technological resources are some of the barriers that influence teachers’ decisions not to adopt video games. In order to look for solutions that …

The Logarithm Of -1, Dominic Klyve

Complex Variables

No abstract provided.

Otto Holder's Formal Christening Of The Quotient Group Concept, Janet Heine Barnett

Abstract Algebra

No abstract provided.

09. Group Dynamics, Illinois Mathematics And Science Academy

CORE

The Group Dynamics module focuses on informing students about inter/intra group interactions, while also demonstrating the role of an individual within a group. As individuals become a part of a group, they lose a certain distinction between their personal identity and their group personality, or prototype. Individuals become part of a social categorization and comparison, and require the skills of empathy and relations to successfully communicate with not only their ingroup, but also their outgroup. An absence of awareness of the feelings around them can develop the negative effects of groupthink, as individual ideas are unheard. As fitting into the …

Not So Gifted: Academic Identity For Black Women In Honors, A. Musu Davis

Journal of the National Collegiate Honors Council Online Archive

Honors students are often regarded as the best and brightest at their universities, but the standard definitions of high achievement are not always useful for identifying talented undergraduate Black women. In a qualitative study of Black women in honors inside and outside the classroom at two urban predominantly white universities (PWIs), data derived from the students’ experiences provide insights about the standard labels of high achievement in higher education. The voices of these women expand the discourse on student academic identity. Picture one of these honors students: Anissa wipes her finger through the word “gifted,” which is written on the …

Gifted Students, Honors Students, And An Honors Education, Jaclyn M. Chancey, Jennifer Lease Butts

Journal of the National Collegiate Honors Council Online Archive

The seeming lack of connection between honors and gifted education has puzzled us for some time. Both of us incorporated gifted education and higher education into our doctoral studies, and both of our dissertations used gifted education theories as lenses into the honors student experience. Our lives as researchers and higher education administrators have been spent in the shared space between gifted students and honors programs. We know that this combination strengthens our work with the University of Connecticut Honors Program, and we are excited at the possibility of greater collaboration between the two fields. In this essay, we will …

Journal Of The National Collegiate Honors Council 19.2 (Fall/Winter 2018)

Journal of the National Collegiate Honors Council Online Archive

Forum Essays on “Gifted Education and Honors”

Gifted Education to Honors Education: A Curious History, a Vibrant Future — Nicholas Colangelo

Honors Is a Good Fit for Gifted Students—Or Maybe Not — Annmarie Guzy

Are You Gifted-Friendly? Understanding How Honors Contexts (Can) Serve Gifted Young Adults — Jonathan D. Kotinek

If Not Us, Who? If Not Now, When? — Betsy Greenleaf Yarrison

Gifted Students, Honors Students, and an Honors Education . Jaclyn M. Chancey and Jennifer Lease Butts

Ways We Can Do Better: Bridging the Gap Between Gifted Education and Honors Colleges . Angie L. Miller

Not So Gifted: Academic …

Opening Doors: Facilitating Transfer Students’ Participation In Honors, Patrick Bahls

Journal of the National Collegiate Honors Council Online Archive

Those of us who reflect on our work as honors educators and administrators are more certain than ever that honors programs and colleges are critical sites for development of equity, diversity, and inclusion in higher education. Numerous roundtable discussions and research presentations at recent regional and national honors conferences signal this awareness as do equally numerous honors-related publications, including two monographs released through the National Collegiate Honors Council; Setting the Table for Diversity, edited by Coleman and Kotinek, and Occupy Honors Education, edited by Coleman, Kotinek, & Oda. Lisa Coleman opens the former volume with a series of questions that …

Journal Of The National Collegiate Honors Council 19.2 (Fall/Winter 2018) [Editorial Matter]

Journal of the National Collegiate Honors Council Online Archive

indexing statement

production editors

editorial board

contents

Call for Papers .

Editorial Policy, Deadlines, and Submission Guidelines

About the Authors

Front and back covers

If Not Us, Who? If Not Now, When?, Betsy Greenleaf Yarrison

Journal of the National Collegiate Honors Council Online Archive

Last year’s surprise hit of the television season was The Good Doctor, in which Freddie Highmore plays a gifted surgical resident who is also a high-functioning autistic. Critics speculate that it succeeded because audiences are hungry for good-outcome fantasy, or “warm bath” television. Fantasy is right. As much as we love watching Shaun Murphy show up not only all the other residents but all the attending physicians, we wouldn’t want to work with him in real life. Gifted students who can move through the K–12 curriculum so quickly that they can earn college-ready SAT scores at 11 or 12 are …

Ways We Can Do Better: Bridging The Gap Between Gifted Education And Honors Colleges, Angie L. Miller

Journal of the National Collegiate Honors Council Online Archive

Over the past decade of my academic career, I have increasingly noticed the gap between K–12 gifted education and honors college education as my research has forced me to straddle the two areas. My doctoral education at Ball State University included a specialization in gifted studies, which was a natural fit with my own interests in creative cognitive processes. During this time, I worked with a team that amassed a large data set from the honors college students, with twelve different measures ranging from topics of temperament to perfectionism to social dominance orientation. These measures addressed mostly psychosocial and emotional …

Editor’S Introduction, Ada Long

Journal of the National Collegiate Honors Council Online Archive

Honors educators are used to organizing and teaching interdisciplinary courses and so are familiar with the paradox that faculty in different academic departments are typically unaware of what goes on in disciplines other than their own despite quickly recognizing that they have mutual interests, methodologies, and challenges. They inevitably learn about and from the work of colleagues in different fields, discovering opportunities to strengthen their scholarly and pedagogical work. They typically want and ask to teach other interdisciplinary courses and wonder why they haven’t thought to do so before. The same paradox exists in the scholarship on gifted and honors …

The Value Of Honors: A Study Of Alumni Perspectives On Skills Gained Through Honors Education, Christopher M. Kotschevar, Surachat Ngorsuraches, Rebecca C. Bott-Knutson

Journal of the National Collegiate Honors Council Online Archive

Honors education is often marketed as a means to offer enhanced value to a collegiate education. This value has the capacity to bolster a student’s academic experience, to add to his or her comprehensive skill set, to enhance a resumé, and to improve professional development. Ernest Pascarella argued that theoretical value without data is often used to justify collegiate programs such as honors and criticized those practices for lacking research and data to validate the claim of enhanced value. The current research was designed to obtain validation by eliciting the perspectives of alumni from South Dakota State University’s (SDSU’s) Honors …

Are You Gifted-Friendly? Understanding How Honors Contexts (Can) Serve Gifted Young Adults, Jonathan D. Kotinek

Journal of the National Collegiate Honors Council Online Archive

I was tangentially aware of gifted education while I was in elementary and middle school, but my first real awareness of the concept came through my work in the University Honors Program at Texas A&M. In truth, I was not yet working for the University Honors Program; I was a graduate assistant for then-Associate Director, Finnie Coleman, who tasked me with helping host a group of Davidson Young Scholars visiting campus for a lecture from Stephen Hawking to mark the opening of the Mitchell Institute for Fundamental Physics and Astronomy in 2003. I was hired into a full-time role in …

Gifted Education To Honors Education: A Curious History, A Vibrant Future, Nicholas Colangelo

Journal of the National Collegiate Honors Council Online Archive

Gifted programs and honors education have evolved along parallel tracks in the past decades with little interconnection or cross-communication. Exploring what these two fields can teach each other should allow us to collaborate in addressing their overlapping goals and potential conflicts in order to better educate bright young students. At both the high school and college levels, teachers often assume that gifted students need no special attention, that we can simply get out of their way and focus our attention on students who struggle academically. Those of us in both gifted and honors education know better. At the University of …

Honors Is A Good Fit For Gifted Students— Or Maybe Not, Annmarie Guzy

Journal of the National Collegiate Honors Council Online Archive

In the field of composition studies, a core pedagogical objective is to familiarize students with types of argumentation strategies, such as causation, evaluation, narration, rebuttal, and definition. Introducing definition arguments in their textbook Good Reasons: Researching and Writing Effective Arguments, Lester Faigley and Jack Selzer state that “[d]efinition arguments set out criteria and then argue whatever is being defined meets or does not meet those criteria. Rarely do you get far into an argument without having to define something” (97). They identify three categories of definition—formal, operational, and by example—and then apply these to sample documents. For my honors composition …

Dedication -- Lisa Lynn Coleman

Journal of the National Collegiate Honors Council Online Archive

Honors director, diversity advocate, book editor, journal reviewer, Virginia Woolf scholar, yoga and Pilates instructor—Lisa Coleman is a modern-day Renaissance woman. Recently retired as English Professor and Honors Director at Southeastern Oklahoma State University, Lisa has been a moving force in the National Collegiate Honors Council for two decades. Most NCHC members know her as the instigator and implementer of the Diversity Forums at the annual conferences for the past fifteen years or so. An active member and often chair of the Diversity Committee during that time, she has also been contributing co-editor to two monographs on diversity in honors …

Social Media For Honors Colleges: Swipe Right Or Left?, Corinne R. Green

Journal of the National Collegiate Honors Council Online Archive

In the face of new technologies, honors faculty and staff should begin understanding the way their students interact with these technologies to apply them appropriately within the honors experience. Social media is a prominent and controversial technology that requires more research on how honors students and students with gifts and talents embrace or reject the trending innovations. Honors pedagogues express some controversy over whether the presence of online technology enhances or decreases the sense of community within their college (Alger; English; Johnson, “Meeting”; Salas), but this issue is moot if honors professionals do not seek understanding about how honors students …

Dual Perspectives On Desargues' Theorem, Carl Lienert

Geometry

No abstract provided.

The Origin Of The Prime Number Theorem, Dominic Klyve

Number Theory

No abstract provided.