01. Intro To Socent & Design Thinking,
2019
Illinois Math and Science Academy
01. Intro To Socent & Design Thinking, Illinois Mathematics And Science Academy
SocEnt
This module will introduce students to Social Entrepreneurship, Forms of Social Engagement, the Fourth Sector, and how SocEnt is related. The module will explain expectations, deadlines, the project, and exciting additions to the curriculum. It will also cover the main framework of SocEnt this year: the Design Thinking framework.
02. Socent Intro Part 2,
2019
Illinois Math and Science Academy
02. Socent Intro Part 2, Illinois Mathematics And Science Academy
SocEnt
This module aims to go further into the lean startup than students have done in previous modules. It introduces three key features from the lean startup: the minimum viable product, the Build-Measure-Learn loop, and pivots. These three techniques are integral in the lean startup methodology, which focuses on minimizing risk, failing fast, and using the minimum amount of resources, time and funding.
03. Socent Networking Fair,
2019
Illinois Math and Science Academy
03. Socent Networking Fair, Illinois Mathematics And Science Academy
SocEnt
No abstract provided.
06. Mvp Development / Market Competition,
2019
Illinois Math and Science Academy
06. Mvp Development / Market Competition, Illinois Mathematics And Science Academy
SocEnt
The goal of this module is to emphasize how to develop an MVP through market validation and research. Students will learn concepts regarding market validation that will help them when they are developing their own MVPs. In addition, they will learn how to develop a unique MVP for their niche audience. By the end of the module, students should be able to start ideating and developing their own MVP.
02. Policy Analysis,
2019
Illinois Math and Science Academy
02. Policy Analysis, Illinois Mathematics And Science Academy
EnACT
The process of policy analysis is t he most important thing that we learn in EnACT. The skill of recognizing how a policy was created, passed, implemented, and evaluated can apply later in students’ lives as active citizens. To do this, we utilize what is called the Policy Cycle. By comprehensively learning each step of the Policy Cycle and recognizing its use, students will be able to analyze policies that exist in the real world and be better adept to participate in political discourse.
09. Clash Of Enact,
2019
Illinois Math and Science Academy
09. Clash Of Enact, Illinois Mathematics And Science Academy
EnACT
This module serves to test students on content (and some fun stuff) in an interactive, entertaining way.
08. Environmental Policy And Activism,
2019
Illinois Math and Science Academy
08. Environmental Policy And Activism, Illinois Mathematics And Science Academy
EnACT
Policy based on the environment has been fluctuating significantly through recent history. Up until a few years ago, many people still genuinely did not believe in the process of climate change and the effect of mankind on the planet. While some people are still hesitant to believe that climate change is as important of a topic scientists are mostly at a consensus that climate change is real and an imminent threat to the planet.
03. Visualizations!,
2019
Illinois Math and Science Academy
03. Visualizations!, Illinois Mathematics And Science Academy
IMPACT
As the first module within the IMPACT curriculum, this module serves as an introduction to the course. The students will get a good idea of what’s expected of them, as well as what they can expect of the class throughout the rest of the year.
08. Journalism 2,
2019
Illinois Math and Science Academy
08. Journalism 2, Illinois Mathematics And Science Academy
IMPACT
In this module, students will learn the importance of articles in terms of its actual content. As a continuation.
06. Stories!!!,
2019
Illinois Math and Science Academy
06. Stories!!!, Illinois Mathematics And Science Academy
IMPACT
In this module, students will learn the importance of story writing when writing data articles. They will also learn how to use data truthfully, and to its fullest. With this, they will then be able to display their data more effectively, making them good journalists. However, there are lots of bad journalists out there. These journalists skew data and manipulate it in a way that is more beneficial to their standpoint. It is important that students are able to not only identify and avoid these articles, but also don't make skewd visualizations themselves.
07. Project Module,
2019
Illinois Math and Science Academy
07. Project Module, Illinois Mathematics And Science Academy
IMPACT
This module serves to introduce the SLX project to the students and explain what is expected of them.
07. Transformational Leadership,
2019
Illinois Math and Science Academy
07. Transformational Leadership, Illinois Mathematics And Science Academy
CORE
The term transformational leadership was first introduced by James V. Downton in 1973, and has been the focus of researchers since the early 1980s (Northouse 161). After years of success and prosperity, the United States economy crashed into what is now known as the recession. The president at that time, Ronald Reagan, put forth many changes, such as cutting taxes and building up the military to help the country recover. During this time, the US imported more goods than it exported, therefore endangering manufacturing sector. Through such abysmal times, it was important for President Reagan and his government to motivate …
08. Leader-Member Exchange Theory,
2019
Illinois Math and Science Academy
08. Leader-Member Exchange Theory, Illinois Mathematics And Science Academy
CORE
Leader-Member Exchange Theory became the focus of research in the late 1970s. Before the LMX theory, researchers thought of leadership as a process with consistent relationships between a leader and every follower. LMX changed that idea by theorizing that a leader has different relationships with each of their followers. Early research focused on the formation of in-groups and out-groups while later research shifted the focus to how LMX changed organizational effectiveness.
12. Socent X Core,
2019
Illinois Math and Science Academy
12. Socent X Core, Illinois Mathematics And Science Academy
CORE
No abstract provided.
Disorienting Experiences: Guiding Faculty And Students Toward Cultural Responsiveness,
2019
Indiana University Southeast
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,
2019
Westminster College
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,
2019
St. Mary’s College of Maryland
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,
2019
University of Oxford
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,
2019
Kent State University
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,
2019
ADA University
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 …
