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Honors In Practice (Theory): A Bourdieusian Perspective On The Professionalization Of Honors, K. Patrick Fazioli Jul 2020

Honors In Practice (Theory): A Bourdieusian Perspective On The Professionalization Of Honors, K. Patrick Fazioli

Journal of the National Collegiate Honors Council --Online Archive

Patricia J . Smith’s essay on the professionalization of honors advances several original and provocative arguments that deserve serious consideration. Although Smith makes a plausible case that honors has fulfilled at least three of Theodore Caplow’s four stages of professionalization, a closer reading of this text reveals that the developments identified by Smith fail to satisfy the basic functions that each stage serves on the path toward professionalism. This essay argues that honors has little incentive to become a distinct profession because much of its highly skilled workforce enjoys the protection of occupational closure as college faculty and administrators ...


Swan Song, Joan Digby Jul 2020

Swan Song, Joan Digby

Journal of the National Collegiate Honors Council --Online Archive

Patricia J . Smith’s argument for professionalism based on Caplow’s outdated model is inappropriate for honors administration. The steps outlined are misleading, and the use of the perennially controversial Basic Characteristics as a prescription for professionalizing honors is historically inaccurate and has no place in framing the future of honors education, which needs to remain individual and idiosyncratic to institutions. Professionalization would move honors toward a business model that is antithetical to the spirit of honors.


A Different Kind Of Agitation, Jayda Coons Jul 2020

A Different Kind Of Agitation, Jayda Coons

Journal of the National Collegiate Honors Council --Online Archive

Responding to Patricia J . Smith’s essay on the appropriateness of professionalizing honors education, the author argues that discussions of specialization and standardization across honors programs should be suspended until academia has sufficiently dealt with the endemic problem of undercompensated contingent labor. The author further suggests that, rather than invite increased administrative procedures, faculty and staff exercise the characteristics most often ascribed to honors education—flexibility, creativity, community-based problem-solving, interdisciplinarity, and collaboration—to reimagine current professional practices in honors and advocate more forcefully for fair, dignified labor.


The Body Of Honors: Certification As An Expression Of Disciplinary Power, Richard Badenhausen Jul 2020

The Body Of Honors: Certification As An Expression Of Disciplinary Power, Richard Badenhausen

Journal of the National Collegiate Honors Council --Online Archive

Using Michel Foucault’s writing on discipline and training, the author suggests that processes like certification ultimately serve as covert normalizing activities that run counter to the spirit and practice of honors education. The author argues for an open, fluid, generative approach to honors program review.


Honors, Professionalism, And Teaching And Learning: A Response To Certification, John Zubizarreta Jul 2020

Honors, Professionalism, And Teaching And Learning: A Response To Certification, John Zubizarreta

Journal of the National Collegiate Honors Council --Online Archive

This essay responds to an argument for certification based on a particular sociological theory of professionalization. The case for certification rests on the supposition that honors has evolved from a nascent educational movement focused on distinct teaching and learning approaches for high-ability students to one that is now ready to professionalize in ways that require more specialization, organizational oversight, systematic evaluation, and exclusive credentialing through certification. The author suggests that honors is already a full-fledged professional endeavor, recognizing that the core emphasis on teaching and learning in honors is a genuinely professional endeavor when performed authentically in the experimental, creative ...


Owning Honors: Outcomes For A Student Leadership Culture, Adam Watkins Jul 2020

Owning Honors: Outcomes For A Student Leadership Culture, Adam Watkins

Journal of the National Collegiate Honors Council --Online Archive

The author provides an overview of a peer mentorship program within an honors curriculum and an assessment of its leadership culture. This culture is based on the values of servant leadership and an inclusive community of learners, and it is promoted through an orientation, training, and robust extracurricular component. The author explores the efficacy of leadership culture, considering its influence on peer mentors’ identification with the honors community and its influence on their learning outcomes.


The Journal Of The National Collegiate Honors Council: A Bibliometric Study, Emily Walshe Jul 2020

The Journal Of The National Collegiate Honors Council: A Bibliometric Study, Emily Walshe

Journal of the National Collegiate Honors Council --Online Archive

This paper analyzes summative content and citation patterns in the Journal of the National Collegiate Honors Council (ISSN 1559-0151), a peer-reviewed, scholarly publication related to honors education, during its first 20 volumes of existence from 2000 to 2019. The bibliometric study consists of two parts: an analysis of articles and analysis of citations. Quantitative and qualitative measures are used to examine article types, authorship patterns, cited references, and coverage of core subjects. Results indicate 522 articles with an annual output average of 26 .1. Annual input averages 37 .4 authors, featuring 492 unique authors who represent 248 unique institutions and ...


The Professionalization Of Honors Education, Patricia Joanne Smith Jul 2020

The Professionalization Of Honors Education, Patricia Joanne Smith

Journal of the National Collegiate Honors Council --Online Archive

Honors education in America has undergone a process that sociologist Theodore Caplow describes as professionalization. Caplow identifies four stages whereby a developing profession transitions to a professional association: organizing membership, changing the name of occupation from its previous status, developing a code of ethics, and after a period of political agitation, beginning a process by which to enforce occupational barriers. Each of these defined stages present new challenges to honors educators. This paper examines honors education in the context of specialization, considering both the origins and growth of honors education in the last century and contemporary discourse relating to certification ...


The Current Status, Perceptions, And Impact Of Honors Program Review, Rebecca Rook Jul 2020

The Current Status, Perceptions, And Impact Of Honors Program Review, Rebecca Rook

Journal of the National Collegiate Honors Council --Online Archive

While the National Collegiate Honors Council (NCHC) supports routine, systematic program review, research suggests that only about half of honors programs engage in some form of assessment. This study examines the current state of honors program evaluation by gauging honors administrators’ perceptions of program review and assessing the impact of the NCHC’s review process on those programs that have employed it. A census of all NCHC honors directors was taken using questionnaires. Fifteen percent (n = 121) completed the census, with results suggesting substantial increases (87–91%) in program assessment from 2011 and a majority of respondents (87%) describing the ...


A Requiem For Certification, A Song Of Honors, Jeffrey Portnoy Jul 2020

A Requiem For Certification, A Song Of Honors, Jeffrey Portnoy

Journal of the National Collegiate Honors Council --Online Archive

This essay rejects any notion of professionalization in honors programs and colleges as well as any plan for the National Collegiate Honors Council (NCHC) that is connected to implementing a process of certification or accreditation. The author offers historical details about the machinations of a small group of powerful NCHC officers who tried to turn the organization into an accrediting or certifying body and how they were successfully blocked by grassroots opposition from the membership and by a large group of NCHC past presidents who recognized the ill will and divisiveness that would result. The author discusses the damage that ...


Editor’S Introduction, Ada Long Jul 2020

Editor’S Introduction, Ada Long

Journal of the National Collegiate Honors Council --Online Archive

The topic of this issue’s Forum, “The Professionalization of Honors,” has a history in the National Collegiate Honors Council that probably goes back to its origins and that has evoked turbulent controversy within the past three or four decades. In the mid-1990s, the proposal to establish a document titled “The Basic Characteristics of a Fully Developed Honors Program” arose from a perceived vagueness about the meaning of “honors education .” Proponents of the document claimed that they were simply trying to create clarity out of chaos in defining the profession of honors while opponents feared the prospect of standardization. Heated ...


Journal Of The National Collegiate Honors Council, Vol. 21, No. 1 (Spring/Summer 2020) Apr 2020

Journal Of The National Collegiate Honors Council, Vol. 21, No. 1 (Spring/Summer 2020)

Journal of the National Collegiate Honors Council --Online Archive

Contents

Call for Papers . v

Editorial Policy, Deadlines, and Submission Guidelines . vi

Dedication to Rae Rosenthal . vii

Editor’s Introduction ix — Ada Long

Forum essays on “The Professionalization of Honors”

The Professionalization of Honors Education 3 — Patricia J. Smith

Honors, Professionalism, and Teaching and Learning: A Response to Certification 19 — John Zubizarreta

The Body of Honors: Certification as an Expression of Disciplinary Power 25 — Richard Badenhausen

A Requiem for Certification, A Song of Honors 33 — Jeffrey A. Portnoy

Swan Song 45 — Joan Digby

A Different Kind of Agitation . 51 — Jayda Coons

Honors in Practice (Theory):A Bourdieusian Perspective on the ...


Jnchc Front & Back Matter, Vol. 20, No 2, Fall/Winter 2019 Dec 2019

Jnchc Front & Back Matter, Vol. 20, No 2, Fall/Winter 2019

Journal of the National Collegiate Honors Council --Online Archive

Cover

Masthead

Contents

Call for Papers, Editorial Policy, & Submission Guidelines

Dedication -- Art L. Spisak

About the Authors

About the NCHC Monograph Series

Order form

Back cover


Journal Of The National Collegiate Honors Council 20:2 (Fall/Winter 2019): Complete Issue. Forum On Risk-Taking In Honors Nov 2019

Journal Of The National Collegiate Honors Council 20:2 (Fall/Winter 2019): Complete Issue. Forum On Risk-Taking In Honors

Journal of the National Collegiate Honors Council --Online Archive

Contents:

Call for Papers

Editorial Policy, Deadlines, and Submission Guidelines

Dedication to Art L. Spisak

Editor’s Introduction — Ada Long

Forum essays on “Risk-Taking in Honors”

Risky Honors — Andrew J. Cognard-Black

An Honors Student Walks into a Classroom: Inviting the Whole Student into our Classes — Brian Davenport

Risk that Lasts: Prioritizing Propositional Risk in Honors Education — Eric Lee Welch

Risky Triggers — Larry R. Andrews

Embodied Risk-Taking: Embracing Discomfort through Image Theatre — Leah White

Academic Risk and Intellectual Adventure: Evidence from U.S. Honors Students at the University of Oxford — Elizabeth Baigent

Disorienting Experiences: Guiding Faculty and Students Toward Cultural Responsiveness ...


Embodied Risk-Taking: Embracing Discomfort Through Image Theatre, Leah White Oct 2019

Embodied Risk-Taking: Embracing Discomfort Through Image Theatre, Leah White

Journal of the National Collegiate Honors Council --Online Archive

Taking risks does not come easily to many honors students. Often their success is based on carefully following directions and working hard to meet established expectations. Although the Minnesota State University, Mankato Honors Program’s competency-based model encourages students to focus on personal growth rather than course completion, our students still struggle with the openended nature of reflection-based learning. This essay explains how incorporating Augusto Boal’s Image Theatre techniques in an honors seminar, Performance for Social Change, helped encourage students to become more comfortable with taking academic and ideological risks. Boal’s methods depend heavily on embodied experience as ...


Risk That Lasts: Prioritizing Propositional Risk In Honors Education, Eric Lee Welch Oct 2019

Risk That Lasts: Prioritizing Propositional Risk In Honors Education, Eric Lee Welch

Journal of the National Collegiate Honors Council --Online Archive

The fear of missing the mark often shapes how honors students approach risk in the classroom and, consequently, how instructors build risk-taking exercises into their curriculums. This paper explores the concept of propositional risk in the context of honors pedagogy, wherein students are challenged to interrogate deeply held beliefs and tasked with exercises designed to call forth the full complexity of attendant issues surrounding any individual viewpoint. As distinct from strategic risk, which can be characterized as performative and externally motivated, propositional risk requires students to critically evaluate a spectrum of thought, value, and ideology in the context of singular ...


Disorienting Experiences: Guiding Faculty And Students Toward Cultural Responsiveness, Rebekah Dement, Angela Salas Oct 2019

Disorienting Experiences: Guiding Faculty And Students Toward Cultural Responsiveness, Rebekah Dement, Angela Salas

Journal of the National Collegiate Honors Council --Online Archive

This essay examines the challenges of integrating culturally responsive teaching into an honors curriculum at a predominantly white institution. Through self-reflection resulting from three specific incidents, one author examines the trajectory of risk-taking as it pertains to assigning difficult or challenging texts. The second author provides a vital complement to self-reflection: the mentorship of a senior colleague.


An Honors Student Walks Into A Classroom: Inviting The Whole Student Into Our Classes, Brian Davenport Oct 2019

An Honors Student Walks Into A Classroom: Inviting The Whole Student Into Our Classes, Brian Davenport

Journal of the National Collegiate Honors Council --Online Archive

This paper explores the risky proposition of encouraging students to question deeply held values and beliefs. After connecting honors pedagogy with transformative learning theory, the author encourages faculty who are willing to take this risk to consider involving the whole student and not simply their cognitive aspects. The author then explores whole student pedagogy and transformative learning, positing how these can be present in the honors classroom. Finally, the use of critical reflection as a tool that facilitates interaction with the whole student is discussed, with suggestions as to how it might most effectively be incorporated into the honors classroom.


Practicing What We Preach: Risk-Taking And Failure As A Joint Endeavor, Alicia Cunningham-Bryant Oct 2019

Practicing What We Preach: Risk-Taking And Failure As A Joint Endeavor, Alicia Cunningham-Bryant

Journal of the National Collegiate Honors Council --Online Archive

Faculty and administrators often present risk-taking as something honors students must do, but rarely do they take risks themselves. In an ideal situation, communal risk-taking would subvert institutional power dynamics, free students from grade-associated anxiety, and enable them to build dynamic partnerships with faculty. This paper discusses how one honors college piloted self-grading in the second semester of its first-year seminar as a mechanism of liberatory learning for both faculty and students. While self-grading was originally intended to provide increased freedom for risk-taking, in truth it led to increased anxiety in students and high levels of frustration for faculty. This ...


Risky Honors, Andrew J. Cognard-Black Oct 2019

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 ...


Academic Risk And Intellectual Adventure: Evidence From U.S. Honors Students At The University Of Oxford, Elizabeth Baigent Oct 2019

Academic Risk And Intellectual Adventure: Evidence From U.S. Honors Students At The University Of Oxford, Elizabeth Baigent

Journal of the National Collegiate Honors Council --Online Archive

Many study abroad programs promise students self-knowledge through adventure. Those that involve intense study seem at first sight not to offer adventure nor to entail risky dislocation nor to offer new insights into self. However, evidence from study abroad students at the University of Oxford reveals that they describe intellectual endeavor as adventure, finding that their academic experiences pose risks, demand courage, and are the means through which they and their new surroundings accommodate one another. Oxford faculty encourage academic risk-taking by posing hard intellectual challenges, helping students find their own voice rather than summarizing the views of others, and ...


Risky Triggers, Larry R. Andrews Oct 2019

Risky Triggers, Larry R. Andrews

Journal of the National Collegiate Honors Council --Online Archive

Risk-taking in honors education entails not only anxiety about grades and intellectually disturbing ideas but also painful emotional responses to course materials. Rather than censoring such “dangerous” materials, faculty should compassionately encourage vulnerable students to acknowledge their pain safely in an open and accepting classroom atmosphere.


Selection Criteria For The Honors Program In Azerbaijan, Azar Abizada, Fizza Mirzaliyeva Oct 2019

Selection Criteria For The Honors Program In Azerbaijan, Azar Abizada, Fizza Mirzaliyeva

Journal of the National Collegiate Honors Council --Online Archive

Designing effective selection procedures for honors programs is always a challenging task. In Azerbaijan, selection is based on three main criteria: (i) student performance in the centralized university admission test; (ii) student performance in the first year of studies; and (iii) student performance in the honors program selection test. This research identifies criteria most crucial in predicting student success in honors programs. An analysis was first conducted for all honors students. Results indicate that all three criteria used in the selection process are highly significant predictors of student success in the program. This same analysis was then applied separately for ...


Purpose, Meaning, And Exploring Vocation In Honors Education, Erin Vanlaningham, Robert J. Pampel, Jonathan D. Kotinek, Dustin J. Kemp, Aron Reppmann, Anna Stewart Oct 2019

Purpose, Meaning, And Exploring Vocation In Honors Education, Erin Vanlaningham, Robert J. Pampel, Jonathan D. Kotinek, Dustin J. Kemp, Aron Reppmann, Anna Stewart

Journal of the National Collegiate Honors Council --Online Archive

This paper examines the importance of cultivating a sense of vocation in honors education. Through examples of coursework, program initiatives, and advising strategies, authors from across five institutions align the scholarship of vocation with best practices and principles in contemporary honors discourse, defining vocation in the context of higher education and describing how this concept works within honors curricula to enrich student experience and cultivate individual understandings of purpose. By focusing on critical reflection processes, Ignatian pedagogy, and theories of moral development and reasoning, the authors offer different models to advance the thesis that honors educators can and should address ...


The Game As An Instrument Of Honors Students’ Personal Development In The Sibfu Honors College, Maria V. Tarasova Jul 2019

The Game As An Instrument Of Honors Students’ Personal Development In The Sibfu Honors College, Maria V. Tarasova

Journal of the National Collegiate Honors Council --Online Archive

Honors colleges often serve as laboratories for pedagogical innovation, where new learning strategies and technologies are created both in the sphere of honors education and in the broader context of universities. This study describes a method of “organizational activity games” (OAG) introduced in the honors college of Siberian Federal University (SibFU) in Russia. The author explores the advantages of the game method for reaching the goal of honors students’ personal development. The theory and history of the game, invented in the Russian school of methodology by G. P. Shchedrovitskii, is explored in its relation to the theoretical principles of honors ...


Editor’S Introduction, Ada Long Jul 2019

Editor’S Introduction, Ada Long

Journal of the National Collegiate Honors Council --Online Archive

The last issue of JNCHC (spring/summer 2019) included a Forum on “Current Challenges to Honors Education.” The essays focused on challenges to honors while this issue’s Forum addresses challenges within honors, especially the challenges we present to our students in courses that are designed to complicate, interrogate, and often defy accepted practices and beliefs. The introduction of risk-taking takes this topic beyond the unthreatening and inviting terrain of challenge into a different territory. Virtually all honors programs and colleges advertise themselves as presenting challenges to their students, but few if any boast that they are risky. Jumping hurdles ...


Shunning Complaint: A Call For Solutions From The Honors Community, Richard Badenhausen Apr 2019

Shunning Complaint: A Call For Solutions From The Honors Community, Richard Badenhausen

Journal of the National Collegiate Honors Council --Online Archive

While members of the academy are particularly adept at complaining and poking holes in most proposals that cross their paths, we are less comfortable with offering solutions. This essay asks members of the honors community to consider some of the major challenges facing honors education today and propose solutions that might be adapted on a variety of campuses. Rather than asking respondents to take up rather straightforward issues that commonly face honors program and colleges, this piece urges readers to dig into more intractable problems like access, mental health, innovation, and the position of honors on campus.


Editor’S Introduction (Vol. 20, No. 1), Ada Long Apr 2019

Editor’S Introduction (Vol. 20, No. 1), Ada Long

Journal of the National Collegiate Honors Council --Online Archive

Academics are proficient in the art of complaining. Behind closed doors or in faculty senate meetings, the well-honed quibble can be a portal into instant respect and in-group status. From freshman composition through the dissertation defense, critical thinking has nurtured in us the rhetoric of grievance, sharpening its edges until it gleams with a fine luster, enchanting the listener almost as much as the practitioner. Nevertheless, Richard Badenhausen, despite his impeccable academic credentials, brazenly invited us to abandon the enchantments of grousing and to pursue practical fixes for our problems in honors. His invitation was issued in this Call for ...


Dedication—Linda Frost Apr 2019

Dedication—Linda Frost

Journal of the National Collegiate Honors Council --Online Archive

A Professor of English, Linda Frost has been active in honors since 2004, first as Associate Director at the University of Alabama Birmingham, then as Director at Eastern Kentucky University, and now as Dean of the Honors College at the University of Tennessee at Chattanooga. Linda is a member of the NCHC Board of Directors, co-chair of the Publications Board, and a member of the Conference Planning Committee. For six years, she ran the NCHC Newsletter Contest, and she has served in the gamut of offices, including president, of the Southern Regional Honors Council.

In honors, Linda has published four ...


Editorial Matter: Jnchc 20:1 (Spring/Summer 2019) Apr 2019

Editorial Matter: Jnchc 20:1 (Spring/Summer 2019)

Journal of the National Collegiate Honors Council --Online Archive

Frontmatter: Front cover, TP, CP, Contents, Call for Papers, Editorial Policy, Deadlines, Submission Guidelines

Backmatter: About the Authors, About the NCHC Monograph Series, NCHC Monographs & Journals, NCHC Publications Order Form, back cover