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Educational Methods

2018

Chapters from NCHC Monographs Series

Articles 1 - 17 of 17

Full-Text Articles in Education

"Breaking Barriers In Teaching And Learning"- Foreword, Richard Badenhausen Jan 2018

"Breaking Barriers In Teaching And Learning"- Foreword, Richard Badenhausen

Chapters from NCHC Monographs Series

When I first stumbled upon honors education over two decades ago while team-teaching a seminar called “Poetry and the Condition of Music,” it was the freedom inside and outside the classroom that most caught my attention. Sprung from the shackles of my usual British Literature survey, one in which students trudged through a rigid chronology of canonical authors, I was free to design a course with the university’s choral director that put ancient oral poets in dialogue with rap musicians; that explored the collaboration between W. H. Auden and Benjamin Britten; that set Langston Hughes against crucial jazz influences ...


"Breaking Barriers In Teaching And Learning" -Reading To Improve Teaching And Learning, John Zubizarreta Jan 2018

"Breaking Barriers In Teaching And Learning" -Reading To Improve Teaching And Learning, John Zubizarreta

Chapters from NCHC Monographs Series

Scholarship on teaching and learning has exploded in volume and influence in recent decades, providing all of us who are dedicated to improving our roles as professors with a dizzying array of books and other resources. Faculty development as a specific area of study and professional growth and centers designed to promote and support better teaching (often called CETLs for Center for Excellence in Teaching and Learning or CATLs for Center for the Advancement of Teaching and Learning) have multiplied on campuses around the globe.


"Breaking Barriers In Teaching And Learning"- About The Authors, Richard Badenhausen, Hanne Ten Berge, Meg Case, Milton D. Cox, Susan E. Dinan, James Ford, Annmarie Guzy, Matthew Carey Jordan, Leslie G. Kaplan, Barbara J. Millis, Ken R. Mulliken, Dahliani Reynold, Becky L. Spritz, Janina Tosic, Rob Van Der Vaart, Todd Zakrajsek, John Zubizarreta, Jeffrey A. Portnoy Jan 2018

"Breaking Barriers In Teaching And Learning"- About The Authors, Richard Badenhausen, Hanne Ten Berge, Meg Case, Milton D. Cox, Susan E. Dinan, James Ford, Annmarie Guzy, Matthew Carey Jordan, Leslie G. Kaplan, Barbara J. Millis, Ken R. Mulliken, Dahliani Reynold, Becky L. Spritz, Janina Tosic, Rob Van Der Vaart, Todd Zakrajsek, John Zubizarreta, Jeffrey A. Portnoy

Chapters from NCHC Monographs Series

No abstract provided.


"Breaking Barriers In Teaching And Learning"- The Honors Professional Development Portfolio: Claiming The Value Of Honors For Improvement, Tenure, And Promotion Jan 2018

"Breaking Barriers In Teaching And Learning"- The Honors Professional Development Portfolio: Claiming The Value Of Honors For Improvement, Tenure, And Promotion

Chapters from NCHC Monographs Series

All of us working in honors face a similar challenge when we are asked to account for the value of our efforts as teachers or leaders in our honors programs or colleges. Much of what we do is invisible to all but the most discerning and appreciative eyes: hours spent designing new courses and pedagogical approaches; advising students on curricular, career, and personal matters; coordinating faculty and student development opportunities; forging beneficial alliances across campus to grow and strengthen our institutional areas; collaborating with students on research projects; drafting grants and other proposals; maintaining alumnae relations; leading students to academic ...


"Breaking Barriers In Teaching And Learning"- Teaching For Learning In Honors Courses: Identifying And Implementing Effective Educational Practices Jan 2018

"Breaking Barriers In Teaching And Learning"- Teaching For Learning In Honors Courses: Identifying And Implementing Effective Educational Practices

Chapters from NCHC Monographs Series

Teaching and learning are interesting endeavors. As faculty members, we spend a great deal of time working with students to help them understand a concept, a fact, or a point of view, but we often do not spend equal time better understanding and improving teaching and learning. Time and again, individual educators note that they were trained in a given discipline, not in the process of teaching. In most states, it takes more credentialing in teaching to become a first-grade instructor in math than it does to teach a graduate seminar in psychology. Because of the assumption that those who ...


"Breaking Barriers In Teaching And Learning" - Honors Components In Honors Faculty Development Jan 2018

"Breaking Barriers In Teaching And Learning" - Honors Components In Honors Faculty Development

Chapters from NCHC Monographs Series

In this chapter we describe the design characteristics of a professional development course about honors teaching. We claim that the principles of learning and teaching in honors are also applicable to the design of a course for honors faculty.

The context of our research is Utrecht University in The Netherlands, a large and high-ranking research university that offers undergraduate and graduate programs in a wide variety of academic disciplines. Dutch higher education does not have a longstanding

tradition in honors; Utrecht University was among the first research universities that started experimenting with honors programs in the 1990s. The rationale was ...


"Breaking Barriers In Teaching And Learning" - Linking Honors Courses: A New Approach To Defining Honors Pedagogy Jan 2018

"Breaking Barriers In Teaching And Learning" - Linking Honors Courses: A New Approach To Defining Honors Pedagogy

Chapters from NCHC Monographs Series

The shift in higher education toward outcome-based learning represents a significant opportunity for honors. By removing disciplinary boundaries related to teaching content knowledge, outcome-based learning increases opportunities for connecting student learning across courses within well-defined honors curricula. It also empowers honors students, many of whom are eager to take leadership of their educational experiences, to extend their learning in new ways. This essay presents an example of how drawing connections across honors courses within a curriculum creates unique opportunities for engaged, transformative learning and, unexpectedly, for the development of an honors program identity.


"Breaking Barriers In Teaching And Learning"- Perspectives On Twentieth-Century American Identity Jan 2018

"Breaking Barriers In Teaching And Learning"- Perspectives On Twentieth-Century American Identity

Chapters from NCHC Monographs Series

At Southern Oregon University, a course designated as HON 315: Perspectives on Twentieth-Century American Identity has been developed and offered with a high degree of success for several terms. Its pedagogical flexibility, high level of student participation, and exceptionally high course-evaluation ratings from students indicate that it might serve as a useful model for honors programs and colleges as a lower-level honors course in United States history or perhaps adapted to other disciplines. The course description is as follows:

This course is a study of the development of the United States in the twentieth century and early twenty-first century, focusing ...


"Breaking Barriers In Teaching And Learning" - Using Student-Generated Questions To Promote Learning Jan 2018

"Breaking Barriers In Teaching And Learning" - Using Student-Generated Questions To Promote Learning

Chapters from NCHC Monographs Series

Faculty who teach gifted honors students often ask themselves, “How can I ask questions that foster higher-order thinking?” “How can I get more students to respond?” “How can I ensure that students are learning from question-based discussions?” Another key concern: “How can I get students to begin interacting with each other rather than conducting a discussion much like a ping-pong match where the rapid exchanges occur only between a single student and me and then another student and me?” This last question can lead faculty to a different model of questioning, one in which students generate questions that are then ...


"Breaking Barriers In Teaching And Learning" - Innovative Discussion-Based Pedagogy Jan 2018

"Breaking Barriers In Teaching And Learning" - Innovative Discussion-Based Pedagogy

Chapters from NCHC Monographs Series

Psychologists have identified a series of specific kinds of learning experiences that confer broad and lasting educational benefits, contributing to overall professional success regardless of field. These benefits include developing creativity, problem-solving, cognitive complexity, and flexibility (Maddux et al.); working well in diverse or dispersed groups; negotiating interpersonal problems (Tadmor et al.); tolerating ambiguity; pursuing cultural engagement; appreciating diversity; and being open to experience (Shadowen et al.). This research is important because it provides evidence for the longterm impact of certain experiences on ways of thinking rather than their short-term ability to help students pass exams. The research argues powerfully ...


"Breaking Barriers In Teaching And Learning"- Growing Pains In Honors Education: Two Courses Designed To Build Community Jan 2018

"Breaking Barriers In Teaching And Learning"- Growing Pains In Honors Education: Two Courses Designed To Build Community

Chapters from NCHC Monographs Series

Honors programs and colleges that seek substantial growth face a number of challenges. Two of the most prominent are maintaining a strong sense of community within the honors student population and finding sufficient faculty to teach honors courses. A different, but not entirely unrelated, challenge is presented by part-time students, some of whom may be excellent candidates for honors but whose outside commitments make it impossible for them to carry a full course load or regularly attend classes during business hours. In what follows, I will provide an overview of two honors courses whose design can help meet the two ...


"Breaking Barriers In Teaching And Learning"- Introduction Jan 2018

"Breaking Barriers In Teaching And Learning"- Introduction

Chapters from NCHC Monographs Series

At times, when honors education comes up in academic or popular conversations, a common and automatic response seems to prevail: an assumption that honors means faster, broader, more complicated, and more expert delivery of content information on the part of the teacher and greater, more efficient acquisition of disciplinary knowledge and higher achievement on tests or essays on the part of the student. What the instructor teaches in terms of countable amounts of information and what the student produces in terms of quantitatively measurable outcomes rule the day.


"Breaking Barriers In Teaching And Learning"- Constructing An Honors Composition Course To Support A Research-Based Honors Curriculum Jan 2018

"Breaking Barriers In Teaching And Learning"- Constructing An Honors Composition Course To Support A Research-Based Honors Curriculum

Chapters from NCHC Monographs Series

As the research focus of post-secondary honors education intensifies, the honors composition course can be designed to support this mission by introducing students to discipline-specific research tools and argumentation styles while building an interdisciplinary community of scholars who can debate issues both within and outside their fields. Not only do students develop skills in selecting, reading, and writing researched academic arguments, but they also gain insight into the publication and presentation processes as related to professional development in a given discipline. Students learn how publishers and editors serve as gatekeepers of what is considered knowledge in a field, how researchers ...


"Breaking Barriers In Teaching And Learning"-Bending Time And Space: Three Approaches For Breaking Barriers In The Honors Classroom Jan 2018

"Breaking Barriers In Teaching And Learning"-Bending Time And Space: Three Approaches For Breaking Barriers In The Honors Classroom

Chapters from NCHC Monographs Series

Varying the typical format of the honors classroom is a great way to encourage creative thinking. When students become accustomed to what to expect from a class, they are often able to fulfill requirements with minimal effort. An unusual and challenging course experience requires students to focus, to think in new ways about their learning. This is part of why courses abroad are often so transformational: students constantly have to adjust to their new environment. The challenge for teachers like me who love leading courses abroad is how to create similarly engaging experiences at home. Using unusual course structures, meeting ...


"Breaking Barriers In Teaching And Learning"- The Importance Of The First-Semester Experience: Learning Communities And Clustered Classes Jan 2018

"Breaking Barriers In Teaching And Learning"- The Importance Of The First-Semester Experience: Learning Communities And Clustered Classes

Chapters from NCHC Monographs Series

I served as Director of the Honors College at William Paterson University for ten years in a half-time capacity while I also worked as a Professor of History. Last year, I took a new position as the Dean of the Pforzheimer Honors College at Pace University. Both honors colleges have special courses for first-semester honors students that are meant to help successful high school students transition into successful college students. First-semester consolidated courses can offer honors students an experience that is challenging and rigorous and that helps them to better understand the expectations of professors and the staff of the ...


"Breaking Barriers In Teaching And Learning"- Building And Enhancing Honors Programs Through Faculty Learning Communities Jan 2018

"Breaking Barriers In Teaching And Learning"- Building And Enhancing Honors Programs Through Faculty Learning Communities

Chapters from NCHC Monographs Series

Many important institutional concerns and opportunities, observes John R. Cosgrove, involve honors programs and colleges, such as their impact on undergraduate academic performance, retention, and graduation (Cosgrove). Another consideration for honors programs is the area of curriculum revision or enhancement, for example, increasing ethical inquiry across courses in the honors curriculum. Others involve inspiring faculty to create new honors courses, adjusting criteria for student requirements and recognition, initiating joint enterprises with liberal education and STEM programs, and advancing the role of the honors curriculum in advocating change across the institution. These opportunities beckon solutions that can be investigated and proposed ...


"Breaking Barriers In Teaching And Learning"- Selected Book Resources Jan 2018

"Breaking Barriers In Teaching And Learning"- Selected Book Resources

Chapters from NCHC Monographs Series

Achacoso, M. V., and M. D. Svinicki, editors. Alternative Strategies

for Evaluating Student Learning. New Directions for Teaching

and Learning, No. 100. Jossey-Bass, 2005.

Allen, M. J. Assessing Academic Programs in Higher Education,

Jossey-Bass, 2004.

Anderson, L. W., D. R. Krathwohl, and B. S. Bloom. A Taxonomy

for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy

of Educational Objectives. Longman, 2001.

Angelo, T. A., and K. P. Cross. Classroom Assessment Techniques: A

Handbook for College Teachers. 2nd ed., Jossey-Bass, 1993.

Arreola, R. A. Developing a Comprehensive Faculty Evaluation System:

A Handbook for College Faculty and Administrators on

Designing ...