Education Commons^™

A Study On Usage Of Open Educational Resources (Oer) Format To Enhancing The Academic Performance Of Higher Secondary School Students In Ramanathapuram Educational District, Udhaya Mohan Babu R, Dr G. Kalaiyarasan

Library Philosophy and Practice (e-journal)

Open Educational Resources (OER) are freely available, openly allowed text, media, and other digital resources that are useful for instruction. The Open Educational Resources (OER) formats are used for this study with the help of the internet. The investigator as a facilitator for this study. The learning is through open educational resources in three months. The quarterly marks were used for pretest and half-yearly marks were used for the post-test score. The experimental method and single group design were employed in the study. 40 students were taken for this study. The simple random sampling has used the study. The findings …

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

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 …

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.

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

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

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

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

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 …

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 a companion to …

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.

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 …

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, …

Bridging The Divide Through Graphic Novels: Teaching Non-Jews’ Holocaust Narratives To Jewish Students, Matt Reingold

SANE journal: Sequential Art Narrative in Education

The following paper considers how integrating Holocaust graphic novels that prominently feature non-Jewish characters can be effective in introducing Jewish students to new perspectives on contemporary understandings of the Holocaust. Drawing on the results of recent studies about rising anti-Semitism and Jews' concerns for their safety, feelings of insularity are understandably becoming more pervasive within the Jewish community. The author argues that in order to combat the negative aspects of this entrenchment, Jewish students need to be introduced to thoughtful and complex narratives that relate to historical anti-Semitic incidents which also model ways of building relationships between the disparate communities …

Documenting Undocumented Motives Influencing The Career Choice Of The First-Year Science And Math Student Teachers In Indonesia, Amirul Mukminin, Masbirorotni Masbirorotni, Lenny Marzulina, Dian Erlina, Akhmad Habibi, Fridiyanto Fridiyanto, Mia Aina, Nunung Fajaryani, Nurulanningsih Nurulanningsih

Library Philosophy and Practice (e-journal)

The aim of this study was to investigate the motives that were instrumental in driving the first-year science and math student teachers to be a teacher at one public university in Sumatra, Indonesia. A questionnaire and semi-structured interviews were used to collect the data. 378 participants completed questionnaires consisting of 318 females and 60 males while the interview data were collected from voluntary participants. The data of the fulfilled questionnaires were calculated as percentage of their whole results while the data of the interviews were carefully analysed by looking at the responses from all interviewees. Our results indicated that there …

Enhancing Self-Monitoring With Differential Negative Reinforcement Of Alternative Behavior For Increasing Students’ Writing Production, Meghann Torchia

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Writing is a difficult task for many students who find it aversive, and who attempt to escape the task. Self-monitoring and differential negative reinforcement of alternative behavior (DNRA) are two approaches that have been shown to improve quantity of performance, but no studies were found that combined the two methods to determine whether they are more effective in combination than in isolation. The purpose of the present study was to evaluate the effectiveness of using DNRA to enhance self-monitoring for increasing writing productivity using a multiple probe, across participants, design. Number of words and number of sentences were measured. For …

How Does Pre-Teaching Of Vocabulary And The Use Of Technology Increase Student Learning In Science, Jennefer A. Hilgenkamp

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Understanding science vocabulary is one of the key components leading to student success in mastering science content. This study looks at the research surrounding pre-teaching vocabulary and the use of technology in the classroom. The purpose is to further investigate and deepen knowledge of science vocabulary. This research will use mixed methods of data collection. The study reports aggregated data on twenty-seven students of varying academic levels and needs (Regular Education, English Language Learners (ELL), Special Education), within Team 6A, of the 6^th grade and data for seven students, who consented for the project, will be evaluated further, through …

Influence Of Stem Lessons On Critical Thinking, Brooke Waddell

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The study of science, technology, engineering, and math (STEM) is leading educators into a new world of teaching. The classroom roles have been reversed and students are now in charge of their own learning. Students are learning how to engineer and solve real-world problems through critical thinking. Integrated STEM lessons are teaching students to use their prior knowledge across subject areas to prepare themselves for the workforce needed in the 21^st century. This study was conducted in a rural second grade classroom with the number of students ranging from 16 to 21. Throughout this study qualitative data was collected. …

Hands-On, Guided Inquiry Science Investigation And Science Vocabulary Acquisition In A Rural Elementary School, Jennifer Mulder

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Much research has been done to show how inquiry science instruction and inquiry student investigation provide students with hands-on experiences to effectively learn science content in the classroom. Additionally, many methods to efficaciously teach students vocabulary has been thoroughly investigated. However, not much research has been done to study what effect hands-on, guided inquiry science investigation has on student content vocabulary acquisition. Within one rural classroom, fourth graders engaged in hands-on, guided inquiry investigation, and then vocabulary words were explicitly taught and discussed. After that, students practiced the vocabulary words in a variety of ways in pairs and as a …

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

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 is a …

Effect Of Using “Just-In-Time Teaching (Jitt)” Method And “Modified Lecture” Method In Teaching Cataloguing And Classification Courses In Anambra State, Tochukwu Victor Nwankwo, Angela Ifeoma Ndanwu Mrs, Victoria Obianuju Ezejiofor Mrs

Library Philosophy and Practice (e-journal)

This study was designed to investigate the effect of just-in time on the academic achievement and interest of students offering cataloguing and classification course in Anambra State. In other to effectively carry out the study, it adopted the quasi experimental design particularly the pretest and posttest non-equivalent control group. The sample for the study comprised of 81 students from 2 selected tertiary schools (Nnamdi Azikiwe University, Awka; and Federal Polytechnic Oko) out of five tertiary schools in the area using purposive random sampling technique. The instrument for data collection was Cataloguing and Classification Achievement Test (CCAT) validated by two lectures …

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

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

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)

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

The Case For Heterodoxy, Betsy Greenleaf Yarrison

Journal of the National Collegiate Honors Council Online Archive

Despite being originally designed to educate men, honors programs are not very attractive to male students in general and to male students of color in particular. Because access to honors programs is limited by a credentialing process that favors white men, many members of minority groups find them inhospitable and are significantly underrepresented. This essay suggests three concepts to be used to reimagine honors programs to be more welcoming of minority students: radical hospitality, asset-based thinking, and heterodoxy.

Taking On The Challenges Of Diversity And Visibility: Thoughts From A Small Honors Program, Kathryn M. Macdonald

Journal of the National Collegiate Honors Council Online Archive

The Monroe College Honors Program, located in New York, enjoys an extremely diverse student body, which can be attributed to its location within and proximity to New York City. Data about the Monroe College Honors Program are presented. More importantly, this essay presents the strategies that the honors program uses to meet the needs of a diverse student body. Our students face many challenges, including difficult family situations and economic hardship, and so the honors program has created a rigorous but flexible curriculum and co-curriculum to meet their needs. The approaches used to serve this population focus on getting to …

Congregational Honors: A Model For Inclusive Excellence, Naomi Yavneh Klos

Journal of the National Collegiate Honors Council Online Archive

This essay proposes a conception of honors programs and colleges as sacred communities that acknowledge and embrace the unique human dignity of each of their members. Drawing on Ron Wolfson’s congregational model articulated in Relational Judaism, McMillan and Chavis’s definition of “sense of community,” and the pedagogy of educators such as Paolo Freire and bell hooks, I argue that to create a true culture of inclusive excellence, an honors program or college should not be constructed as a checklist of “exceptional experiences for exceptional students” but rather as a “community of relationships.” Leading with a student-centered, holistic focus that …

The Power Of Creation: Critical Imagination In The Honors Classroom, Jennie Woodard

Journal of the National Collegiate Honors Council Online Archive

The article examines how to incorporate issues of social justice and diversity in the honors classroom through critical imagination. Inclusion and diversity are among the five strategic pillars of honors education, but the challenge is to create space for social justice as an academic inquiry. This article describes an honors project where students were tasked to come up with their own concept for a television show, using their imagination to bridge gaps in representations on television. Critical imagination allowed the students to move beyond analyzing television in its current state and conceptualize what more inclusive television could look like in …