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Higher Education Administration Commons™
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Full-Text Articles in Higher Education Administration
Creating And Celebrating Honors Faculty, Lynne C. Elkes
Creating And Celebrating Honors Faculty, Lynne C. Elkes
Journal of the National Collegiate Honors Council Online Archive
Honors faculty are defined by their dedication to their craft and their enormous impact on students in every discipline. However, their role within the larger university setting is nebulous, leading to an undervaluation of their contributions to higher education in an era of negative perceptions of the industry. Honors faculty can be tenured, contingent, academic, or professors of the practice; in every case, questions of promotion, compensation, and teaching assignments make staffing an honors program in a consistent manner difficult at best. These programs, their students, and their faculty would benefit from a more standardized approach to effectively serve honors …
Faculty As Honors Problem Solvers, Annmarie Guzy
Faculty As Honors Problem Solvers, Annmarie Guzy
Journal of the National Collegiate Honors Council Online Archive
Postsecondary honors educators are adept at identifying problems and proposing solutions in honors education, but they may not disseminate their solutions effectively. This essay argues that honors administrators should familiarize themselves with the professional and scholarly resources that NCHC institutional membership affords, and then they should share what they have learned with honors teaching faculty. Rather than simply serving as advisors on administrative and programmatic issues, honors faculty also need the tools and opportunities to be effective honors problem solvers for day-to-day pedagogical issues.
Understanding The Development Of Honors Students’ Connections With Faculty, Shannon R. Dean
Understanding The Development Of Honors Students’ Connections With Faculty, Shannon R. Dean
Journal of the National Collegiate Honors Council Online Archive
Nearly 40% of full-time students enrolled at four-year institutions depart within the first year. Previous research has shown college students are more likely to graduate if they have meaningful interactions with faculty. Honors students provide unique perspectives because of their high levels of interaction with faculty, yet not much is known about how these connections develop. The purpose of this study was to understand how honors students develop connections with faculty. Six upper-division students were interviewed, and participants reflected on meaningful connections made with faculty during their first year. Two themes were identified as influential in developing connections: approachability of …