Social and Philosophical Foundations of Education Commons^™

Leadership And Change From Within: An Honors College And Ctl Partnership, Connie M. Schroeder, Hilary K. Snow

National Collegiate Honors Council Monographs: Chapters

Scaling sustainable change in teaching and learning is an institutional priority in higher education, yet often it is elusive, given the decentralized and siloed academic landscape. Most colleges and departments lack the necessary expertise to design and implement scaled change or the critical organizational structures to sustain change. Centers for Teaching and Learning (CTLs) seek to advance improvement in teaching and learning and highlight improving institutional culture as part of their mission. Reliance on traditional programming and consultations, however, primarily targets individual change versus scaled or sustainable change.

The successful process of change at the University of Wisconsin-Milwaukee Honors College …

Reimagining An Honors Education: Building A Community Of 21st-Century Learners, Robyn M. Brighton, Rebecca J. Toole

National Collegiate Honors Council Monographs: Chapters

Throughout the spring 2021 academic term and in response to a multiyear redesign of the long-established Seneff Honors College, faculty and staff from both the honors college and the Center for Teaching and Learning Innovation at Valencia College set out to develop a professional development certification that would provide faculty with the information and tools needed to develop an honors curriculum aligning with the newly designed honors college.

The Brief Life Of A Students-As-Partners Model For Improving General Education, Rick Fisher, Janel Seeley

National Collegiate Honors Council Monographs: Chapters

A Students-as-Partners (SaP) model has significant potential for meaningful relationships between centers for teaching and learning (CTLs) and honors programs or colleges. Honors programs and colleges are excellent partners in that they often have flexibility in course offerings and students interested in non-traditional learning opportunities. Too often, education planning and assessment are done to students rather than with them. Having students conduct scholarship of teaching and learning (SoTL) on university-wide initiatives not only provides the institution with valuable information about its teaching and learning efforts but also offers applicable research experience for students that can meaningfully impact future programming.

A Comprhensive Honors College Faculty Certification Model, Magda J. Castineyra, Virginia Fuillerat, Marianne Maduro

National Collegiate Honors Council Monographs: Chapters

Provides an overview of the Honors College (HC) at Miami Dade College (MDC) which uses a faculty certification process to introduce the honors college model and present classroom expectations.

Honors Civic Foundations Faculty Fellows Program, Lauren E. Davis, Kevin D. Egan

National Collegiate Honors Council Monographs: Chapters

In 2022–2023, Drexel University’s Pennoni Honors College implemented the Honors Civic Foundations Faculty Fellows Program, a new initiative for faculty development and enrichment grounded in principles of civic education.

A Faculty Inquiry Group For The Scholarship Of Teaching And Learning In Honors, Kevin Sackreiter, Rebecca C. Bott-Knutson, Christine Larson, Evren Celik-Wiltse

National Collegiate Honors Council Monographs: Chapters

This chapter details a collaboration between the Van D. and Barbara B. Fishback Honors College and the Center for Professional Enrichment and Teaching Excellence (CPETE), formerly known as the Center for Excellence in Teaching and Learning (CETL), at South Dakota State University (SDSU). This collaboration launched an Honors Faculty Inquiry Group (FIG) on the Scholarship of Teaching and Learning (SoTL). Greater philosophical themes, such as the desire to normalize scholarly emphasis on teaching and learning and how honors faculty can serve as teaching leaders on campus, will be explored in addition to the practical details and outcomes of the collaboration.

From Classrooms To Communities: Integrating The United Nations Sustainable Development Goals Into Honors Education, Megan Mcilreavy, Pamela L. Martin

National Collegiate Honors Council Monographs: Chapters

Embracing the United National Education for Sustainable Development (SDG) framework empowers students to reflect on their actions and understand current and future social, cultural, economic, and environmental issues from local and global perspectives. Inherent in the concept of lifelong learning, these values should resonate with our next generation of students (Gen Z) who, studies show, are making career choices that contribute to making real changes on our planet. Leveraging different institutional strengths, honors programs and colleges can tailor their education within the framework that SDG provides to accommodate various needs that will benefit the institution itself.

2024 Founders Award Remarks, John Zubizarreta

Honors in Practice Online Archive

The NCHC Founders Award recipient emphasizes the transformative power of honors education and the importance of community.

Includes a revised version of remarks delivered at the 2024 National Collegiate Honors Council awards ceremony on November 1, 2024 in Kansas City, Missouri.

More Than Money: Holistic Outcomes Of Catholic Higher Education, Jason King

Journal of Catholic Education

In an era dominated by financial metrics and return-on-investment rhetoric, this study offers a counternarrative by examining the holistic outcomes of Catholic higher education. Drawing on a nationally representative survey of 2,000 college graduates, it compares alumni of Catholic and secular institutions across three domains: life satisfaction and personal fulfillment; civic engagement and community involvement; and ethical development. The findings reveal that graduates of Catholic colleges report higher life satisfaction, greater civic participation, and a stronger ethical orientation than their secular peers—patterns that persist across demographic subgroups. While Catholic colleges perform well on traditional financial indicators, their distinctive value lies …

Students Obtaining Tools To Achieve Regulation (Soar), Lacey D. Sanguinito

Entry Level Occupational Therapy Doctoral Capstone Projects Class of 2025

Students Obtaining Tools to Achieve Regulation (SOAR) is a doctoral capstone project that addressed the need for integrated social emotional learning (SEL) in elementary education. SEL is an evidence-based approach shown to improve academic outcomes, behavior, and long-term life success, yet implementation barriers remain in school settings. This project aimed to enhance student regulation, classroom engagement, and teacher confidence in SEL techniques through a multi-tiered approach. A scoping review of SEL literature identified the implementation methods and barriers to SEL curricula in elementary education, which informed the development of SOAR. SOAR consisted of (a) a 20-session, movement-based SEL curriculum targeting …

Journal For The Philosophical Study Of Education, Allan Johnston, Guillemette C. Johnston

Research Resources

J P S E Journal for the Philosophical Study of Education

Vol. 5 (2025)

Editors:

Allan Johnston, Columbia College Chicago

Guillemette Johnston, DePaul University

Special Symposium Editor:

Sabrina Bacher, Universität Innsbruck

Outside Readers:

Marina Bacher, Universität Innsbruck

Sabrina Bacher, Universität Innsbruck

Erica Hagström. Luléa University of Technology

Christian Kraler, Universität Innsbruck

Elias Schwieler, Stockholm University

The Society for the Philosophical Study of Education

Teacher Moves For Building A Mathematical Modeling Classroom Community, Ayse Ozturk

Teaching & Learning Faculty Publications

This study investigates the role of teacher talk moves in cultivating a mathematical modeling classroom community. From the models and modeling perspective, it explores how specific teacher talk moves promote student participation in modeling phases and the exchange of ideas with other students. Through a four-week after-school program involving eight secondary students, data were collected from small-group and whole-class discussions. The findings reveal that teacher talk moves can be categorized into three core types: eliciting students’ ideas, introducing key terms and ideas used in mathematical modeling, and encouraging students to take a position during discussions. These moves are shown to …

Scholarly Inquiry And Practice In Mathematics Teacher Education Through Intimate Scholarship, Signe E. Kastberg, Elizabeth Suazo-Flores, Melva Grant, Olive Chapman

Teaching & Learning Faculty Publications

Historically scholarly inquiry and practice in mathematics education has responded to societal values and questions. Drawing from the Journal of Mathematics Teacher Education’s description of mathematics teacher educator (MTE) work as in solidarity with and alongside mathematics teachers, we turn to mathematics teacher education research as a series of paradigm shifts. MTEs committed to supporting teachers and transferring knowledge attempted to influence mathematics teachers’ work by exploring and understanding teachers’ behaviors. MTEs have also used insider’s perspectives to report the particular of MTEs’ work by describing it beyond behavior and knowledge. These scholars fulfill the call for theoretical eclecticism …

Identifying Intangible And Biocultural Heritage Elements Toward Environmental Understanding: Engaging Stakeholders Through Art, Martha B. Lerski

Publications and Research

Grounded in a case study in Barbuda in the Caribbean, this research examines sustainability from the perspective of what arts and heritage can contribute to community engagement and local and broader understandings about the environment. This article documents a growing body of literature recognizing the role of arts and culture, including local knowledge and traditional ecological knowledge (TEK), in climate change endeavors. Art and TEK present expansive world views. Contextual information situates research done on the island of Barbuda pre- and post-Hurricane Irma. Visual arts workshops engaged community members in mixed methods research. Results documented cultural elements, particularly intangible and …

Teaching Social Marketing Concepts Through Prosocial Behavior Lenses, Bela Florenthal

Atlantic Marketing Journal

This study investigates the educational value of a prosocial project embedded in a college-level marketing course. Framed through a humanistic and holistic lens, the initiative integrated acts of kindness (AOKs) to engage students in real-world application of social marketing concepts. Using a mixed-methods approach, data were collected through student reflections and surveys, revealing high levels of cognitive, emotional, and behavioral engagement. Students developed empathy, compassion, and self-awareness, reinforcing the importance of integrating experiential learning into business education. The project also addressed AACSB’s emphasis on societal impact and aligned with the UN’s Sustainable Development Goals by promoting emotional well-being and civic …

From 1957 To 2023: How The Supreme Court Prevented Little Rock Schools From Achieving The Ideal Of Desegregation, Nyssa Kruse

Indiana Journal of Law and Social Equality

No abstract provided.

Shaping National Subjects: Recognition, Subjectivity, And Governmental Philosophies In Finnish And Singaporean Education, Katherine S. Cherney

Scripps Senior Theses

Examining the divergent educational systems of Finland and Singapore, two nations achieving consistently high PISA rankings, reveals how distinct governmental philosophies and recognition methods cultivate different forms of subjectivity in students. Recognition is how individuals, including students and educators, are acknowledged and valued within educational systems, influencing self-perception and identity. Subjectivity pertains to how individuals understand themselves and their existence within the academic and national order, encompassing agency, beliefs, and sense of self relative to norms and power structures. Analysis utilizes theoretical frameworks from Judith Butler, Paulo Freire, Jacques Rancière, Henry Giroux, and Michel Foucault to explore power dynamics, subjection, …

What Does It Mean To "Humanize" Online Teaching?, Dana L. Rognlie, Kathryn E. Frazier, Elizabeth A. Siler

Philosophy Faculty Publications

[Introduction] "Humanizing" the online classroom is widely acknowledged as a feminist goal (e.g., Pacansky-Brock et al., 2020). Yet the project of humanizing has a complex history in the academy and beyond, with elements of this history often misaligned or directly opposed to what might be considered "feminist" goals. Feminist philosophers have long critiqued the neutral-human-as-masculine default (Beauvoir, 2010; Irigaray, 1993; Lloyd, 1993), and decolonial and antiracist scholars have highlighted the racist legacy of projects that aim to qualify humanity (Cameron, 2021) and of programs designed to humanize the Other (Berenstain, 2020, Foucault, 1979; See Malone & Malone, 2015, on the …

“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean

Australian Journal of Teacher Education

The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria.  Qualitative data were analysed using a three-stage process of thematic analysis.  Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement …

Transforming Partnerships: Developing A Model For Experiential Learning In Honors, Grace Troupe, Tamy Burnett

National Collegiate Honors Council Monographs: Chapters

Although the collaboration between the University Honors Program (UHP) at the University of Nebraska-Lincoln (UNL) and UNL's Center for Transformative Teaching involves several elements, this essay focuses on one element with significant impact: the development of curricular components and co-curricular programming facilitating students’ engagement with experiential learning. Experience-based education is learning that occurs through direct, hands-on experiences such as internships, research, education abroad, and teaching practicums. When UNL moved toward requiring experiential learning for all undergraduate students, the partnership between UHP and CTT was transformational in facilitating UHP’s building on its existing framework for experiential learning and thus serving as …