Digital Commons Network^™

Mindfulness In Honors: An Experiment In Collaborative Learning And Team Teaching, Pascale F. Engelmajer, Massimo A. Rondolino

Honors in Practice Online Archive

What do students hear when we talk of mindfulness? To reframe unexamined assumptions among students who conceptualize both mindfulness and honors education as “doing more” (more exercises to gain psychological benefits and more work to gain higher GPAs), the authors of this paper piloted a new course in philosophy and religious studies. In this essay, they discuss their collaborative experience designing, co-teaching, and assessing an honors course on mindfulness: its roots in Buddhist thought and practices, its contemporary secular developments, and its potential impact on students’ learning and lived experience. Integral to this experiment is also an approach to teaching …

If They Build It, They Will Come: The Power Of Student-Designed Honors Offerings In Small-Budget Programs, Claire H. Procopio

Honors in Practice Online Archive

This essay describes a student-designed framework implemented by an honors program because of budget constraints. The framework’s implementation, involving structured student leadership, feedback integration, and curricular adaptations, is detailed along with an exploration of the positive consequences of implementing a student-designed approach to co-curricular offerings. Benefits of the approach include better fulfillment of the honors mission, meaningful student leadership development, program growth, and eventually increased resources.

Addressing The Climate Crisis Through Science And Art: The Value Of Interdisciplinary And Intergenerational Team Teaching, Megan Jacobs, Kineo Memmer

Honors in Practice Online Archive

The climate crisis is a growing concern for many people, especially those who are of college age, making it an important and pressing issue to explore in honors courses. Eco-Art: Using Art to Reconcile with the Climate Crisis, a University of New Mexico (UNM) Honors College course, integrates the disciplines of art and environmental justice to examine climate change and address the social and emotional toll of climate grief. The class was co-created and team taught by Associate Professor Megan Jacobs and UNM undergraduate honors and environmental science student Kineo Memmer. This article unpacks the methodologies and lessons learned from …

Third-Year Medical College Rotations For Premedical Honors Program Undergraduates, Harvey G. Stenger Jr., William L. Ziegler

Honors in Practice Online Archive

Honors programs typically enroll many students interested in the healthcare field, and honors administrators and faculty do their best to ensure that those students’ dreams are fulfilled. With Medical Doctor (MD) program acceptance rates averaging just 6.1%, students need a standout application. Experience has shown that getting accepted into a medical school is more than earning a great GPA and excelling on the MCAT exam; it also requires convincing a committee of professionals that an applicant has the right personal qualities and work ethic to succeed in the field of medicine, and applicants need to highlight their clinical experience as …

Honors As A Changing Neighborhood, Betsy Greenleaf Yarrison

Journal of the National Collegiate Honors Council Online Archive

Honors programs were conceived for traditional-age suburban middle-class majority-culture students who live on campus or nearby and do not hold full-time jobs or have family responsibilities. While the college population of this century is much more diverse and just as academically capable, first-generation students from traditionally marginalized populations see honors communities as unfamiliar, scary, and unwelcoming neighborhoods. Honors programs seek diversity but practice assimilation with exclusionary admissions policies, curricular inflexibility, and an emphasis on place-dependent community building that invites students to come into honors space rather than taking their offerings out to meet them where they are. Lack of funds …

Honors, Equity, And The Difference Principle, K. Patrick Fazioli

Journal of the National Collegiate Honors Council Online Archive

While honors programs have made notable advancements in diversity and inclusion, the issue of educational equity remains unresolved. Tensions between providing special opportunities for high-achieving students and adhering to principles of social justice continue to shape the “neighborhood of honors.” This essay seeks to address educational unfairness through Rawls’s “difference principle,” which asserts that inequalities are morally permissible only if they benefit the least advantaged in society. The author suggests that honors programs can adhere to this principle by focusing on service and support for marginalized groups within and beyond the campus community, providing opportunities for talented students from underserved …

Expanding Our Honors Neighborhood: Teaching In And About Jails And Prisons, Victoria M. Bryan, Owen Cantrell

Journal of the National Collegiate Honors Council Online Archive

Dr. Ada Long (1945–2024) advocated for equal access to quality education. Authors suggest that her reflections on neighborhoods, community, and intentional inclusion were not one-off musings but rather indicative of how she saw her responsibility as an educator. Drawing on Long’s establishment of a lecture series that brought faculty into a local Alabama prison to share research with incarerated students, this essay presents firsthand experiences teaching honors courses in prison, particularly those offered at Walker State Prison as part of Georgia State University’s Prison Education Project (2016–2023). While honors colleges often build programs to be as community-centric as possible, authors …

Marginalized First-Time Honors Students Explain The Impact Of Tracking Labels, Trina Sotirakopulos

Journal of the National Collegiate Honors Council Online Archive

Many of the variables that determine college admission are beyond a student’s control, including the academic track they were assigned as early as primary school, a practice often referred to as “ability grouping” or constructing “skills-homogeneous” classes. Even in higher education, students feel the effects of unequal sorting and sifting from tracking. The purpose of this study was to learn from marginalized community college students placed in low- and middle-track courses in high school how taking honors courses for the first time shaped their perceptions of their identities. Data were gathered from a single cohort at a midwestern community college …

About The Authors [Jnchc (2024) 25(1)]

Journal of the National Collegiate Honors Council Online Archive

About the authors from the Journal of the National Collegiate Honors Council (2024) volume 25, number 1, pages 185-189.

Journal Of The National Collegiate Honors Council (Spring/Summer 2024) 25(1): Whole Issue

Journal of the National Collegiate Honors Council Online Archive

Journal of the National Collegiate Honors Council (spring/summer 2024), volume 25, issue1.

Forum on Honors as Neighborhood

Contents

Dedication to Suketu P. Bhazar

Guest Editor’s Introduction, Linda Frost

Honors as Neighborhood, Ada Long

Honors as a Changing Neighborhood, Betsy Greenleaf Yarrison

Honors, Equity, and the Difference Principle, Patrick Fazioli

Institutional Neighborhoods and the Stories They Tell, Joyce Olewski Inman

From Individuals to Neighbors: Growth through Embracing Positionality, Joy L. Hart, Andrea Radasanu, Timothy Nichols, Rebecca C. Bott-Knutson, and Jonathan Kotinek

International Honors Neighbors, Mimi Killinger, Abigail Arnold, Abby Bouchard, Katharine Poulin, Gabriella Shetreet, and Kailee Soucia

Neighbors Outside, Inside, and …

Guest Editor's Introduction, Linda Frost

Journal of the National Collegiate Honors Council Online Archive

Guest Editor Linda Frost's introduction to the spring/summer 2024 issue of the Journal of the National Collegiate Honors Council, volume 25, issue 1.

Honors In Practice, Volume 20, 2024: About The Authors, National Collegiate Honors Council

Honors in Practice Online Archive

JUDY ALBAKRY serves as an adjunct professor and honors advisor at Middle Tennessee State University. She also coordinates the Buchanan Transfer Fellowship Program in the honors college. Her research specializes in student success initiatives, high-impact practices, transfer student engagement, and program assessment.

Honors In Practice, Volume 20, 2024, John Zubizarreta

Honors in Practice Online Archive

Guest Editor’s Introduction • John Zubizarreta

Remebering Ada Long

A Long Legacy for the Ages (Dedicatory Essay) • Jeffrey A. Portnoy

Keep Ada Happy! • Larry Andrews

Honors in Practice: Ada Long • Bernice Braid

Tribute to Ada Long • James J. Clauss

For Ada • Lisa L. Coleman

Memories of Ada—With Fondness and Admiration • Kevin W. Dean

Reflections on Ada Long • Joan Digby

Life, Love, Work, and Ada Long • Linda Frost

Insight, Sincerity, and Wit: Remembrances of Ada • Galit Gertsenzon

Giant Shoes to Fill • Devon Graham

Not All Heroes Wear Capes—Remembering Ada Long • …

Colby College Catalogue 2024–2025, Colby College

Colby Catalogues

No abstract provided.

Profiles Of Satisfaction And Frustration Of Undergraduate General Chemistry Students’ Basic Psychological Needs At The Beginning And End Of The Semester, Cara E. Worick

Theses and Dissertations--Educational, School, and Counseling Psychology

The early college years represent an adjustment period characterized by motivational destabilization and academic and career-related uncertainty for many STEM majors (Robinson et al., 2019). Although students who begin college less academically prepared than their peers are at greater risk of struggling in introductory STEM courses, many still struggle in these courses despite adequate academic preparation (Perez et al., 2014). Self-determination theory proposes that motivation, optimal functioning, and psychological well-being occur through the satisfaction, as opposed to the frustration, of three basic psychological needs for autonomy, competence, and relatedness (Ryan & Deci, 2020). Although many studies in educational settings demonstrate …

Introduction To Trauma-Informed Counselor Education And Supervision (Tices) Framework, Isak Kim, Yoon Suh Moh, Charmayne R. Adams, Jaeyoung Kim

Office of Health Promotion Scholarship

Many counselors in training may be susceptible to traumatization and/or retraumatization during their training process due to the elevated prevalence of their past trauma experience and the nature of their professional work involving exposure to trauma narratives in coursework and during fieldwork. Recognizing the growing need for a trauma-informed approach in training future helping professionals, including counselors-in-training, we present an overview of a framework called the Trauma-Informed Counselor Education and Supervision (TI-CES). This framework draws on assumptions and principles from trauma-informed care (TIC). Also, we address the applications of four key assumptions (i.e., Realize, Recognize, Respond, and …

Alysha Kruger Honors Portfolio, Alysha Kruger

Honors Capstone Portfolios

Alysha Kruger's Honors Portfolio captured in August 2024.

Evaluation Of A Simulation-Based, E-Learning Intervention To Develop Prelicensure Nursing Students' Clinical Competency To Recognize Tracheostomy Airway Complications, Ruth Bargainer Tobin

Nursing Dissertations - Archive

Tracheostomy airway patient safety errors are a global, yet preventable problem. Unrecognized tracheostomy airway complications lead to patient deterioration, resulting in hypoxic brain damage and death or permanent disability. The majority of preventable tracheostomy events occur after patient discharge from the intensive care setting. These catastrophic events are attributed to deficiencies in competent and safe nursing care. Prelicensure nursing students have few clinical opportunities to learn tracheostomy management and may enter nursing practice lacking the clinical competency (CC) to recognize a tracheostomy airway problem. Simulation is a modality for learning high-risk skills such as tracheostomy care (TC) in a setting …

The Power And Peril Of Program Reviews: The Resource Paradox Of Assessing For Improvement, Justin Rogers-Cooper, Rejitha Nair, Arthur O'Keeffe

Publications and Research

In this essay, we explore program reviews as important sites for the tension Peter Ewell defines at the core of outcomes assessment practices: that is, between assessing for accountability and assessing for improvement. We address this tension through the example of our Industrial Design program on our urban campus in New York City. In exploring Ewell’s tension between accountability and improvement, we develop the concept of the resource paradox. Simply stated, program reviews require institutions to invest time and resources to close the loop on implementing improvements – yet those actions often require resources many institutions lack. Using our case …

The Experiences Of Religious Students In Counseling Theories Courses, Brian A. Mesimer, Matthew Lyons, Candace Park

Journal of Faith Integration Counseling (JFIC)

We explored the experiences of 10 religious counseling students in their theories course. Analysis using transcendental phenomenology showed that the theory acquisition process is multifaceted, consisting of a variety of affective and cognitive experiences which further student growth.

Waiting On The World (Of Allied Healthcare) To Change: How Undergraduate Preparedness Curriculum Dis/Includes Ability, Brianna Donnelly

West Chester University Doctoral Projects

Significant concerns for healthcare practitioners and allied health professionals continue to arise regarding treatment of persons with disabilities. Whether disability exists as apparent or non-apparent, temporary, or chronic, people with disabilities tend to be in poorer health and tend to use health care at a significantly higher rate than people who do not have disabilities. Importantly, the absence of professional training on disability competency issues for health care practitioners is one of the most significant barriers that prevent people with disabilities from receiving appropriate and effective health care. This qualitative narrative analysis explores the inclusion of disability concepts and people …

Institutional Factors Associated With Closing The Equity Gap In Six-Year Graduation Rates At Public Four-Year Universities, Lisa Yannick

West Chester University Doctoral Projects

The equity gaps in educational outcomes between Black students and their white counterparts have been a long-standing issue in higher education (Bensimon, 2005; Cahalan et al., 2021; NCES, 2022a; NCES, 2023b). Prior research on student retention and graduation has tended to take a deficit view of the gap and focused on student characteristics (e.g., demographics, pre-college experiences, grit or resilience, course grades, program participation). This study uses an equity-minded lens that locates the problem of disparate outcomes in six-year graduation rates between Black and white students within the policies and practices of institutions. In this study, I focused on the …

To Be Tutored: Exploring How Female-Identifying Undergraduates Experience Tutoring, Samantha Barbara Weiss

West Chester University Doctoral Projects

Tutoring, an academic support offered by colleges to their students, has been shown to increase academic grades (Allen & Chavkin, 2004; Fryer & Howard-Novack, 2020; Nelson-Royes, 2013), improve attitudes toward school (Arco-Tirado, 2020; Elbulok-Charcape et al., 2019; Nadia et al., 2023), and support retention (Primary Research Group, 2020). Some of these benefits can be traced to the individualized attention and flexibility that tutoring offers (Chin et al., 2011; Nadia et al., 2023). However, this research lacks detailed, qualitative data that focuses on how students experience tutoring. In addition to a lack of attention to lived experiences, in general, there is …

2024 Nebraska Business

College of Business: Trade Publications

2024 Nebraska Business

"I Signed The Form, And I Just Walked Out”: A Qualitative Analysis Of Undergraduate Student Stop Out And Return Behavior, Veronica D. Williams

All-Inclusive List of Electronic Theses and Dissertations

This phenomenological qualitative study sought to understand reasons contributing to Black or African American students’ initial stop out, the decisions that led them to return to college, and the processes used to facilitate their return to college after being away from college for one year or more. This research was guided by the following questions: What experiences contributed to the student’s withdrawal from the institution? What experiences contributed to the student’s return to the institution? What retention strategies and programs were used during the withdrawal and re-enrollment processes? The participants’ lived experiences were applied to two theoretical frameworks: Tinto’s (1993) …

The Impact Of Mental Health On Academic Performance In Ohio In 2022, Lily Chen, Samantha Gilbert

Scholarship in Medicine - All Papers

Background: Previous research has shown a significant link between mental health issues and low academic performance. Our study explores the delicate connection between mental health issues and academic performance in Ohio school children, in particular, how the dynamic may differ between rural and non-rural communities. Methods: We utilized County Health Rankings data from the years 2016 and 2022 from all 88 counties in Ohio, which we further substratified as 44 rural and 44 non-rural counties. From CHR, we chose data categories to represent measures of academic performance, internalizing mental health problems, and access to mental health services, and utilized SPSS …

2024 Nsse, Southwestern Oklahoma State University

Assessment Center Reports

National Survey of Student Engagement (NSSE) reports produced by the SWOSU Assessment Center.

2024 Bachelor's Degree Exit Survey, Southwestern Oklahoma State University

Assessment Center Reports

Exit Surveys produced by the SWOSU Assessment Center.

2024 Associate's Degree Exit Survey, Southwestern Oklahoma State University

Assessment Center Reports

Exit Surveys produced by the SWOSU Assessment Center.

2023-2024 Service Learning Report, Southwestern Oklahoma State University

Assessment Center Reports

In 2004, Southwestern Oklahoma State University (SWOSU) joined the Campus Compact coalition, a partnership of over 1,000 colleges and universities committed to the public purposes of higher education. SWOSU shares the ideals of Campus Compact, building democracy through civic education and community service (Campus Compact, n.d.)