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Promoting Holistic Wellness In Honors Students Through Peer Coaching, Leah Horton, Aaron Conrad, Patricia Joanne Smith

Honors in Practice Online Archive

While the conversation in honors about the mental health of students has persisted for over two decades, authors identify a marked increase in the need for student mental health support since the first Generation Z students entered college in 2015. A review of literature in honors indicates upticks in discourse relating to mental health (n = 66) since 2004, and content analysis shows peaks in publication for 2018 and 2021 (n ≠ 11, respectively). This study describes a peer coaching program that focuses on the holistic wellness and support of honors students. Authors observe a decrease in Behavioral …

Relational Peer Review Practices In The Honors Research Methods Classroom: Toward A Scaffolded And Multidisciplinary Model, Holly Riley, Brenna Spurling

Honors in Practice Online Archive

Peer review exercises are an essential part of many educational pedagogy models and have been shown to successfully provide undergraduate students with requisite active learning and critical reflection skills. Teaching the peer review process in an interdisciplinary honors research methods course, however, presents its own set of challenges. As students are exposed to new processes of editorial review, they are also tasked with evaluating material across subjects and discipline areas, making subjective components of editing more difficult. Authors describe a scaffolded model of peer review piloted in an interdisciplinary, upper-level honors research methods and ethics course and provide qualitative analyses …

Empowering Student Leadership Amid Transition: Student-Centered Revision Of First-Year Honors Peer Mentoring, Jacob R. Schlange, Tamy Burnett

Honors in Practice Online Archive

Precipitated by a surge in enrollment, authors describe the three-phase revision (2017–2021) of a first-year peer mentoring program in honors. Grounded in student input and leadership, large-scale programmatic changes involve curriculum expansion, student leadership development, and co-curricular experiential support. Program objectives, implementation, and outcomes are described.

Jnchc, Vol. 24, No. 1: Backmatter, National Collegiate Honors Council

Journal of the National Collegiate Honors Council Online Archive

About the authors

JNCHC: Journal of the National Collegiate Honors Council (Spring/Summer 2023) 24(1): 92-99

Forum essays on "Regime change in honors"

Journal editor Ada Long, University of Alabama at Birmingham

About the NCHC Monograph Series

NCHC monographs and journals

NCHC publications order form

In this issue: Forum essays on "Regime change in honors" and research essays

Diversity In Honors: Understanding Systemic Biases Through Student Narratives, Aman Singla, Minerva Melendrez, Mable T. Thai, Sukhdev S. Mann, Denise Zhong, Kim T. Hoang, Isabella H. Lee, Andrea V. Aponte

Journal of the National Collegiate Honors Council Online Archive

Centered on superiority over a certain group or individual, discrimination becomes predominant in prestigious institutions that pride themselves on exclusivity. Collegiate honors programs tend to deepen this practice by creating highly elite spaces accessible only to a select few. This rigidity can lead to an underrepresentation of historically marginalized groups, students who often lack the necessary resources for achieving academic excellence. This case study examines the ways honors programs inadvertently perpetuate discrimination among different social identities. Using inductive interviewing of honors students (n = 12) to gauge individual perceptions of program diversity, researchers rely on content analysis to generate …

Resisting Disciplinarity: Curriculum Mapping And Transdisciplinarity, Megan Snider Bailey

Journal of the National Collegiate Honors Council Online Archive

American higher education relies on a taxonomy of knowledge stemming from Puritan ways of thinking and knowing—a disciplinary classification system that sorts “questions asked” and “answers possible” into epistemic categories. This paper interrogates the notion of disciplinarity to better understand the arbitrariness of epistemic divisions and the harm that these decisions cause. The author explores transdisciplinarity as an emerging concept in honors education, one which rejects boundaries and explores problems through multiple, competing perspectives. Transdisciplinary pedagogical approaches offer honors educators a mechanism for pivoting teaching and learning away from outdated assumptions of honors as elitist, giving honors students a liberating …

Jnchc: Journal Of The National Collegiate Honors Council; Forum Essays On "Regime Change In Honors," Vol. 24, No. 1, Spring/Summer 2023: Complete Issue, National Collegiate Honors Council

Journal of the National Collegiate Honors Council Online Archive

Contents

Call for Papers v

Editorial Policy, Deadlines, and Submission Guidelines vii

Dedication to James Joseph Buss ix

Editor’s Introduction, Ada Long xi

Forum Essays on “Regime Change in Honors”

A Defiant Honors Response to Regime Change. John Zubizarreta 3

Meet the New Boss: An Honors Faculty Member Weathers Administrative Change, Annmarie Guzy 13

Leveraging Regime Change as an Opportunity to Reimagine, Reset, and Demonstrate Results in Honors, Irina V. Ellison 19

Regime Change as Opportunity: A Case for a Radically Inclusive Response, Massimo Rondolino 25

Honors Flourishing in the Midst of Change, Hao Hong, Robert Glover, Mimi Killinger, and …

Meet The New Boss: An Honors Faculty Member Weathers Administrative Change, Annamarie Guzy

Journal of the National Collegiate Honors Council Online Archive

The author reflects on the role of honors faculty in effectively responding to short- and long-term administrative change, discussing the value of resistance to deleterious administrative decisions and offering advice for successfully navigating cyclical administrative shifts in honors.

Ready For Business: Developing An Online Business Honors Course For Quality, Engagement, And Inclusivity, Kayla N. Sapkota

Journal of the National Collegiate Honors Council Online Archive

This essay presents the creation process for an online honors course in the field of business. Highlighting engagement, critical thinking, and inclusivity as central themes, the author describes the course’s inception, structure, outcomes, and post-teaching reflection. The pedagogical framework includes integrative current event assignments and team activities. Noting student responses as generally positive, the author suggests how future versions might expand on remote teamwork opportunities.

Jnchc, Vol. 24, No. 1: Frontmatter, National Collegiate Honors Council

Journal of the National Collegiate Honors Council Online Archive

Frontmatter for JNCHC: Journal of the National Collegiate Honors Council (Spring/Summer 2023) 24(1): ii-xvii

Forum essays on "Regime change in honors"

Journal editor Ada Long, University of Alabama at Birmingham

ISBN 978-1-945001-19-2 | ISSN 1559-0151

Includes front cover, masthead, table of contents, Call for papers, editorial policy, deadlines, submission guidelines, dedication to James Joseph Buss (Northern Kentucky University), and editor's introduction by Ada Long (University of Alabama at Birmingham).

Jnchc: Journal Of The National Collegiate Honors Council; Forum Essays On "Regime Change In Honors," Vol. 24, No. 2, Fall/Winter 2023: Complete Issue, National Collegiate Honors Council

Journal of the National Collegiate Honors Council Online Archive

Contents

Call for Papers

Editorial Policy, Deadlines, and Submission Guidelines

Dedication to Cliff Jefferson and Mitch Pruitt

Editor’s Introduction - Ada Long

Forum Essays on “Creating an Honors Faculty”

Creating and Celebrating Honors Faculty - Lynne C. Elkes

Honors as Incubator for Creating and Sustaining Faculty Professional Growth - Marlee Marsh and John Zubizarreta

Building an Honors Community that Values and Celebrates Faculty - Kristine A. Miller

Peanuts and Shoestrings: Building an Honors Faculty Pool with Limited Resources - Victoria M. Bryan

Research Essays

Developing Honors Faculty through Faculty Development Programs - Aaron Hanlin

A Relational Model for Honors Education: …

Jnchc, Vol. 24, No. 2: Frontmatter And Backmatter, National Collegiate Honors Council

Journal of the National Collegiate Honors Council Online Archive

JNCHC: Journal of the National Collegiate Honors Council

Forum on Creating an Honors Faculty

Vol. 24, No. 2 | Fall/Winter 2023

Masthead

Contents

Call for papers

Editorial policy

Dedication: Cliff Jefferson and Mitch Pruitt

About the authors

About the NCHC monograph series

NCHC monographs and journals

NCHC publications order form

In this issue

Editor's Introduction, Ada Long

Journal of the National Collegiate Honors Council Online Archive

First paragraph:

The most common focus of research and discourse about honors is how to recruit the right students and how to create for them the most supportive environment. Far less often have we asked the same questions about honors faculty. Finding and keeping the best teachers is at least as essential to a good education as creating a singular mix of exceptional students, but we tend to be more haphazard in this process, to trust our instincts, go with our gut. This issue’s Forum on “Creating an Honors Faculty” examines the practice of attracting, developing, and keeping excellent teachers …

Honors As Incubator For Creating And Sustaining Faculty Professional Growth, Marlee Marsh, John Zubizarreta

Journal of the National Collegiate Honors Council Online Archive

Successful honors programs inspire and sustain a vibrant and committed faculty. This essay presents an established honors program which demonstrates, through varied faculty commitments over time, honors as a valuable asset in identifying, recruiting, supporting, and rewarding a strong, creative, loyal faculty that benefits the entire institution. Authors suggest multiple ways for establishing and nurturing the kinds of relationships that enhance both honors and its dedicated faculty. Leveraging honors for professional growth and pedagogical development, these include the design of interdisciplinary courses and special seminars, mentoring of student projects, engaging in study-travel ventures, winning distinguished awards, serving on important committees, …

Developing Honors Faculty Through Faculty Development Programs, Aaron Hanlin

Journal of the National Collegiate Honors Council Online Archive

Despite its crucial role in student success, there is scant research on how honors faculty develop teaching expertise and pedagogical authority. This essay considers the ways in which faculty development programs assist instructors by enhancing the critical skills necessary for positive student outcomes and successful honors programs. While honors scholars continue to advocate for institutional support toward faculty development, this essay provides further rationale and a specific example.

A Relational Model For Honors Education: From Contagion To Permeability, Andrea Radasanu, Rebecca C. Bott, Leigh Fine, Jonathan D. Kotinek, Joy L. Hart, Timothy J. Nichols, Hedi Appel, Daniel M. Roberts, Paul Knox, William L. Ziegler

Journal of the National Collegiate Honors Council Online Archive

This article considers the value of honors education beyond its marked contributions to enrollment management goals. Suggesting that quantitative assessments toward understanding the value of honors fail to capture its breadth, interdisciplinary focus, and engagement, authors posit a new way of measuring impacts from “contagion model” (spillover to campus and beyond) to “permeability model” (interface across campus). Pointing to the benefits of permeability for both honors and the broader campus communities, authors encourage practitioners to foster exchange in curricular offerings, spatial inputs, scholarly outputs, extramural funding, and institutional support. The meaning and history of organizational permeability is explored, and examples …

Facilitating Change: Examining Honors Students’ Perceptions Of Learning Facilitation Techniques, Conner W. Suddick, Lindi Dice

Journal of the National Collegiate Honors Council Online Archive

Despite advancements in global communication and interpersonal networks, in-person discussions and scholarly discourses often falter in the classroom—stifling innovation and preventing opportunities to foster deeper human connection. This study explores the remedy of facilitation: the art and science of enabling a group to unleash its creativity, address conflict, and unlock collective wisdom. Authors present a variety of facilitation techniques used in teaching honors students (n = 13) and closely examine how students articulate their personal learning outcomes after practicing effective facilitations. Liberating structures, which engage everyone in problem-solving, practicing self-discovery, and envisioning potential solutions, are used. Reflective assessments indicate …

Preparing To Serve: Sensemaking, Sensegiving, And Diversity Learning In An Alternative Break Program And Connected Honors Course, Chelsea Redger-Marquardt, Jean A. Patterson

Journal of the National Collegiate Honors Council Online Archive

Atypical in Alternative Break (AB) practice, an intentionally connected course was examined to understand students’ perceptions of their semester-long experience. Using qualitative narrative analysis, authors analyze data from 20 AB participants to evaluate student perceptions and experiential outcomes before, during, and after their service trips (one involving the social issue of human environment impact and the other, hunger and homelessness). Pre- and post-trip instruction on the causes and issues related to privilege, oppression, dominant narratives, and potential pitfalls related to immersive service is presented. Reflective blogs are measured against two theoretical frameworks: diversity learning and sensemaking. Results indicate powerful sensemaking …

Science And Science Fiction In An Interdisciplinary First-Year Experience Honors Course, John D. Carrell, Robert G. Weiner

Honors in Practice Online Archive

Engineering and pop-culturist instructors team-teach a first-year experience course exploring science through the lenses of history, literature, film, television, and sequential art. Authors present science fiction discourses as unique for synthesizing fields in the humanities and STEM, and they present curricular and co-curricular design strategies for harnessing its potential in the honors classroom. Course objectives and outcomes are presented, with authors noting specific challenges in implementation and emendation. Adaptability and compatibility figure prominently in the successful delivery of the course. A review of literature relating to interdisciplinary education and team-teaching in honors is included.

Creating Experiential Opportunities In Honors With Diminishing Resources, Colin M. Walker, Michael P. Savoie

Honors in Practice Online Archive

Authors consider practical implications of America’s Great Resignation for institutions of higher learning and present a Quality Enhancement Plan (QEP) designed around innovative practice in experiential learning. Models and activities relating to Place as Text pedagogy are described; the process of automating oversight is discussed; and activity objectives, milestones, and deliverables are presented.

About The Authors, Nchc Monograph Series, Publications Order Form, Back Cover

Honors in Practice Online Archive

No abstract provided.

Innovating Education Through Design Thinking: A Case Study Of Problem-Solving Educators, Matthew Pimental

West Chester University Doctoral Projects

This study aimed to identify methodologies and practices that enable innovation to thrive in the public education system. Design thinking (DT) was selected for examination given its demonstrated ability to: (a) make people and teams more innovative , (b) change institutional cultures to be more creative and solution-oriented, and (c) create conditions necessary for innovation to thrive within established organizational structures. This intrinsic case study explored the experiences of a group of educators who used design thinking to innovate solutions to the intractable problems they faced. Participants in this study were teachers and administrators who received training in DT, and …

Service-Learning Curricula In Eastern Pennsylvania’S K-12 Schools: Educational Decision-Makers’ Experiences Through A Critical Lens, Megan Jerabek

West Chester University Doctoral Projects

This research examines the experiences of K-12 curricular decision-makers in their consideration of service-learning curricula within their schools and districts. Recent evidence indicates service-learning offerings have decreased in K-12 schools in the last decade (The Education Commission on the States), and this research utilizes qualitative inquiry and a critical theory framework to understand this phenomenon via the lived experiences of educators with service-learning and the conditions at play that impact its inclusion and exclusion from schools. The findings consider the similarities and contradictions educators face, the policies and experiences that frame their perspectives of service-learning, and its accessibility within their …

Colby College Catalog 2023–2024, Colby College

Colby Catalogues

No abstract provided.

Teachers’ Engagement With Student Mathematical Agency And Authority In School-Based Professional Learning, Elizabeth B. Dyer, Michael Jarry-Shore, Alissa Fong, Rebecca Deutscher, Janet Carlson, Hilda Borko

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Professional learning can support teachers in developing their understanding of how to position students as agentic and authoritative – a rarity in most classrooms. We analyzed teachers’ discourse during professional development focused on agency and authority in middle school mathematics classrooms. We found that teachers frequently engaged with ideas related to student agency and authority. Though less common, episodes in which teachers constructed new ideas and critiqued existing ones indicate that using activity prompts, practicing responsive facilitation, normalizing critical stances, and positioning frameworks as tentative are important for supporting deeper engagement with ideas related to student agency and authority.

Streaming With Butterflies: A Whole School Stream Project, Carey L. Averill, Janet M. Herrelko

Journal of Catholic Education

This study explores the commitment of a school faculty to use the pedagogical practices needed to employ a project-based unit of Science, Technology, Religion, Engineering, Arts, and Mathematics (STREAM). The unit of study concentrated on environmental sustainability of butterflies through project-based learning (PBL). Teacher interviews were analyzed to reveal the similarities and differences, strengths and weaknesses in the teachers’ reactions to implementing a cross-curricula content unit designed for a pre-kindergarten (PK) to eighth grade school. Analysis of teacher data and classroom artifacts provided evidence of: content mastery at the student levels; implementation of scaffolding for developmental levels; and the need …

Recognizing Ableism And Practicing Disability Humility: Conceptualizing Disability Across The Lifespan, Katherine M. Atkins, Tamekia Bell, Tilottama Roy-White, Maria Page

Adultspan Journal

Disability culture is often misunderstood by counselors who lack extensive training in working with individuals with disabilities (IWDs) (Stuntzner & Hartley, 2014). This quantitative study used the Counseling Clients with Disability Survey (CCDS) to explore the beliefs and perceived knowledge of counselors-in-training (CITs), counselors, and counselor educators regarding preparation to counsel IWDs, which is particularly important as disability status can change across the lifespan, and given that the Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards Review Committee provided a guide to the draft standards incorporating the infusion of disability concepts. Results indicate that counselors were competent …

Student Learning Outcomes: Self-Assessment As A Means Of Measurement, Mckinley Thomas, Paula Tillman, Janet Buelow

SoTL Commons Conference

No abstract provided.

Put Yourself In My Shoes: Active Learning And Perspective-Taking In A First Year Honors Transition Course, April Tallant

SoTL Commons Conference

No abstract provided.

Seas The Day! By Supporting Non-Traditional Students In Distance Teacher Preparation, Kristen R. Rolf

Special Education and Rehabilitation Counseling Faculty Publications

The persistent shortage of special education teachers, as well as increased demand for distance education, has led to an increase in online teacher preparation programs (Bonk et al., 2006; McLeskey et al., 2004; Rosenberg et al., 2007). Students who enroll in online distance teacher preparation programs tend to be non-traditional; they often work, have family responsibilities, and are older than traditional students (Childre, 2014). The Online Practical Teacher Training (OPTT) program is an online teacher preparation program resulting in a bachelor's degree and licensure in special education. In this presentation, I describe OPTT, discuss strategies for supporting …