Education Commons^™

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 …

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 …

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 …

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, …

Building An Honors Community That Values And Celebrates Faculty, Kristine A. Miller

Journal of the National Collegiate Honors Council Online Archive

The National Collegiate Honors Council’s “Shared Principles and Practices of Honors Education” (2022) outlines the level of commitment, pedagogical innovation and inclusivity, mentoring, and intellectual leadership that honors programs and colleges expect from their faculty. These high expectations require institutional support structures that compensate faculty fairly, foster ongoing professional development, and build a sense of belonging and community in honors. Emphasizing the importance of faculty who teach, mentor, and guide honors students on their educational journeys, the author draws on firsthand experience to offer specific ideas about how to engage and reward honors faculty. The essay suggests that building a …

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.

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: …

Honors Colleges In The 21st Century, Richard Badenhausen

National Collegiate Honors Council Monographs

Table of Contents

Acknowledgments

Introduction | Richard Badenhausen

Part I: Honors College Contexts: Past and Present

CHAPTER ONE Oxbridge and Core Curricula: Continuing Conversations with the Past in Honors Colleges | Christopher A. Snyder

CHAPTER TWO Characteristics of the 21st-Century Honors College | Andrew J. Cognard-Black and Patricia J. Smith

Part II: Transitioning to an Honors College

CHAPTER THREE Should We Start an Honors College? An Administrative Playbook for Working Through the Decision | Richard Badenhausen

CHAPTER FOUR Beyond the Letterhead: A Tactical Toolbox for Transitioning from Program to College | Sara Hottinger, Megan McIlreavy, Clay Motley, and Louis Keiner …

Advising For Today's Honor Students, Erin E. Edgington

National Collegiate Honors Council Monographs

Introduction: The Elective System, Honors Degrees, and Academic Advising, Erin E. Edgington

Part I: Theoretical and Philosophical Approaches

Chapter 1: How Honors Advising Is Different, Philip L. Frana

Chapter 2: Advising with Purpose: Utilizing the Motivation for College Success Model, Stephanie Veltman Santarosa

Chapter 3: Motivation in Honors Advising, Matthew T. Best, Kenneth E. Barron, Jared Diener, and Philip L. Frana

Chapter 4: Advising Honors Students: Motivational Interviewing as a Tool for Identity Building and Development, Chelsea McKeirnan

Chapter 5: Intellectual Humility, Honors, and Appreciative Advising: Exploring with Students that Changing Their Mind Does Not End the World, Alan Sells …

Advising To Support Meaning Making And Purpose: Helping Honors Students Focus On Priorities And Evaluate Opportunities Through Intention Setting, Kristy Spear, Ron Cahlon, Katherine Mccall

National Collegiate Honors Council Monographs: Chapters

Section headings:

What is an intention?

The value of setting an intention

Setting an intention with honors students

Ron’s intention

Katherine’s intention

Final thoughts

The experiences provided are just two examples of how, with the guidance of an advisor, honors students might formulate and incorporate an intention into their lives. This simple yet profound technique is a useful addition to the advisor’s toolbox; it presents the opportunity to help students examine their values, who they are, who they want to be, and how they want to live their lives. This critical reflection can result in a clear focus and systematic …

Teaching And Learning In The Fourth Space: Preparing Scholars To Engage In Solving Community Problems, Heidi Appel, Rebecca C. Bott-Knutson, Joy Hart, Paul Knox, Andrea Radasanu, Leigh E. Fine, Timothy J. Nichols, Daniel Roberts, Keith Garbutt, William Ziegler, Jonathan D. Kotinek, Kathy Cooke, Ralph Keen, Mark Andersen, Jyotsna Kapur

National Collegiate Honors Council Monographs: Chapters

Honors education has a rich history of preparing students to be good communicators, to think deeply and broadly, to collaborate effectively, and to be ethical citizens engaged in communities. The challenges of contemporary society, however, call for something more. To engage effectively with complex societal issues, students must identify and collaborate effectively with a broad range of stakeholders in the community, understand and employ systems thinking, value highly diverse perspectives, and develop communication skills for conflict management. To develop these additional skills and perspectives, the authors invoke the concept of fourth space as the deep engagement of honors students in …

Data-Driven Iterative Refinements To Educational Development Services: Directly Measuring The Impacts Of Consultations On Course And Syllabus Design, Chad Hershock, Laura Ochs Pottmeyer, Jessica Harrell, Sophie Le Blanc, Marisella Rodriguez, Jacqueline Stimson, Katherine Phelps Walsh, Emily Daniels Weiss

To Improve the Academy: A Journal of Educational Development

Evidence-based practice in educational development includes leveraging data to iteratively refine center for teaching and learning (CTL) services. However, CTL data collection is often limited to counts and satisfaction surveys rather than direct measures of outcomes. To directly assess impacts of consultations on course and syllabus design, we analyzed 94 clients’ syllabi (32 faculty, 62 graduate students and postdocs) before and after consultations. Faculty and non-faculty clients demonstrated significant change following consultations (6% and 10% gains in syllabus rubric scores, representing 50% and 31% of possible gains and effect sizes of 0.73 and 1.04 standard deviations, respectively). We compared faculty …

Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker

To Improve the Academy: A Journal of Educational Development

This article outlines an appreciative inquiry (AI) into a departmental professional development process and describes the resulting implementation of an appreciative peer evaluation meeting as one part of the new professional development process. Using AI, a departmental faculty development committee sought to re-envision the professional development process. Also, the authors discuss how using AI can result in positive impacts for culture change and how the model for peer evaluation can promote both individual and collective development of faculty.

Fellow Travelers: Taking Stock Of Faculty Fellows Programs In The Age Of Organizational Development, Susan A. Colby, Laura Cruz, Danielle Cordaro, Clare Cruz

To Improve the Academy: A Journal of Educational Development

Faculty fellows have long served as a staple of centers for teaching and learning (CTLs), but to date little to no evidence has been gathered regarding their broader impact. The current study provides a snapshot of U.S.-based faculty fellows programs today, based on a comprehensive review of CTL websites. We categorize faculty fellows programs across five modalities that reflect decades of evolution and adaptation in the field of educational development. Our findings are intended to provide the foundation for new pathways of research, practice, and inquiry regarding the implementation of CTL fellowship programs.

Reflections On Pedagogical Practice And Development Through Multidisciplinary Triadic Peer Mentorship, Nicole Charles, Nathalie Moon, Andrew P. Dicks

To Improve the Academy: A Journal of Educational Development

This article presents a critical reflection on the experiences of three university instructors (two teaching stream and one tenure stream) within a 6-month peer-to-peer mentoring for teaching community of practice (P2P CoP). As part of the P2P CoP, the authors (who were previously unknown to one another) formed a “teaching triad” at a tri-campus, research-intensive Canadian university. They regularly met in person for 1 hour on a weekly basis throughout the Winter 2019 semester to discuss teaching-related matters, undertook classroom visits to observe one another teach, and participated in pedagogical workshops with other P2P CoP members. In this article, the …

Centering Black Women Faculty: Magnifying Powerful Voices, Christen Priddie, Dajanae Palmer, Samantha Silberstein, Allison Brckalorenz

To Improve the Academy: A Journal of Educational Development

While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational …

Discrimination In The Employment Search: Narratives From International Students Of Color, Yi Xuen Tay

Department of Educational Administration: Dissertations, Theses, and Student Research

International students are “taking away jobs from Americans” (Citizenship and Immigration Services Ombudsman, 2020). Such a narrative popularized by the previous Trump administration positioned international students in the U.S. as threats to the country, and in this case, American workers. This narrative also targeted existing immigration policies, Optional Practical Training (OPT) and H-1B Specialty Occupations work visa, for allowing international students/nonimmigrants to work in the U.S. Yet, this narrative failed to account to the employment search experiences of international students, or international Students of Color, the subject of this study. While OPT and H-1B present as opportunities for international students, …

Social Role And Role Congruity Influences On Perceived Value Of Women’S Leadership At Southwestern Research Universities, Stephanie J. Jones, Patricia Ryan Pal

Journal of Women in Educational Leadership

This qualitative survey study, framed by social role and role congruity theories, explored the perceptions and experiences of 33 women faculty and academic administrators at doctoral-granting highest research-intensive universities located in the Southwestern region of the U.S. The purpose of the study was to expand on our understanding of how social role and role congruity theories can explain and further our understanding of how women are perceived to be valued as leaders in the higher education space, and how society supports this continued valuation. For purposes of this study, social value is explored through the operational processes of higher education …

Journal Of The National Collegiate Honors Council, Vol. 23, No. 1, Spring/Summer 2022

Journal of the National Collegiate Honors Council Online Archive

Forum Essays on “The Value of Honors to its Graduates”: Authors: Paul Ewing, University of Toledo; Andy Walker, University of Tennessee at Chattanooga; Laura Barrett, LIU Brooklyn; John Major, Ohio State University; Teri Grieb, Columbia College, South Carolina; James A. Keller, University of Delaware; LLeweLLyn Cooper, University of Alabama at Birmingham; Ayesha Ahmed, Northeastern Illinois University; Mary Beth Messner, Youngstown State University; Eric W. Miller, West Virginia University; Sara McCane-Bowling, Eastern Kentucky University; Michelle Panuccio, Youngstown State University; Lia M. Shore, Georgia Perimeter College, Dunwoody; Jennifer N. Dulin, Texas A&M University; Pepper Hayes, …

Jnchc, Vol. 23, No. 1: Frontmatter

Journal of the National Collegiate Honors Council Online Archive

Front cover

Masthead, etc.

Contents

Call for papers

Editorial policy

Dedication: Anne N. Rinn

Editor’s introduction: Ada Long

Nefdc Exhange, Volume 36, Spring 2022, New England Faculty Development Consortium

NEFDC Exchange

Contents

President's Message, Annie Soisson

A faculty learning community on assessment and equity

Swimming with students: Organizing effective fishbowl discussions

Designers and deliverers: Undergraduates co-creating a flipped and blended college course

Subverting the dominant paradigm: Holistically fostering transformative learning

Additive assessment

Quick tips for teaching and faculty development

Faculty helping faculty: Ten minute takeaway

NEFDC Board members

Taking Teaching And Learning Seriously: Approaching Wicked Consciousness Through Collaboration And Partnership, Adam H. Smith, Laurie L. Grupp, Lindsay Doukopoulos, John C. Foo, Barbara J. Rodriguez, Janel Seeley, Linda M. Boland, Laurel L. Hester

To Improve the Academy: A Journal of Educational Development

The ongoing COVID-19 pandemic has demanded large-scale collaboration within all organizations, including higher education, and taking teaching and learning seriously, in this moment, means leveraging partnerships to address the wicked (large, complex) problems cited by Bass (2020). These problems are not ours alone to solve; rather, we make the case for a “wicked consciousness,” an amalgam of perspectives, in educational development. Guided by intellectual humility, our success as educational developers ought to be measured by the quality of our collaborations as well as our ability to learn with others, form equitable partnerships, and lead others by our example.

Wicked²: The Increasing Wickedness Of Educational Developers As Dei Cultural Influencers, Lauri Dietz, China M. Jenkins, Laura Cruz, Amber Handy, Rita Kumar, Rita Kumar, Julia Metzger, Ian Norris

To Improve the Academy: A Journal of Educational Development

The global pandemic that began in 2020 amplified the chasm between higher education’s stated goals to advance diversity, equity, and inclusion (DEI) and the systemic realities that many students, instructors, and staff grapple with on a daily basis. We contend that attenuating the barriers to DEI outcomes means first acknowledging that DEI is a wicked problem, in that it is impossible to solve because of competing, conflicting, and complex sociocultural forces from within and outside our institutions. We also contend that educational developers (EDs) are particularly well situated within the higher education ecology to be key cultural influencers in how …

Caring For Our Communities Of Practice In Educational Development, Christopher V. H.-H. Chen, Katherine Kearns, Lynn Eaton, Darren S. Hoffmann, Denise Leonard, Martin Samuels

To Improve the Academy: A Journal of Educational Development

Given the backdrop of multiple concurring crises—a global pandemic, political instability and violence, and multiple structural inequalities—we see the problem of now as this: How do educational developers continue to address the wicked problems in teaching and learning when we are simply so exhausted? Our article presents the importance of communities of practice for educational developers, inviting us to witness and name the communities in which we belong; the important functions they engage; who they nurture and how; and what care is undertaken to sustain these groups and ourselves. To help educational developers understand and appreciate the ways that communities …

Contexts For Agency: A Framework For Managing Educational Development Work, Kathleen Landy, Anna L. Bostwick Flaming, Suzanne Tapp, Eric C. Kaldor

To Improve the Academy: A Journal of Educational Development

Often working in multiple roles and operating at multiple scales, educational developers deal with layered tensions and a complex context that can be difficult for an individual or team to reconcile. In May 2020, the authors participated in a cross-institutional scholarly project, the Pandemic Educational Development Research Collaborative (PEDRC), designed to explore the impact of multiple crises (e.g., the COVID-19 pandemic and our collective civil and political unrest) and associated large-scale instructional changes on educational developers and their work. The Contexts for Agency framework reflects the project’s emergent theme that the circumstances in which we act have considerable influence on …

Building Resilience In Ctls: Reflections On Practice, Lisa J. Hatfield, Julie Maxson, Jennifer Marshall Shinaberger, Hanna E. Norton, Cynthia (Cia) H. Demartino, Annette Finley-Crosswhite, Gigi Gokcek

To Improve the Academy: A Journal of Educational Development

What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and …

Toward Institutionalizing Successful Innovations In The Academy, Sarah B. Wise, Courtney Ngai, Joel Christopher Corbo, Mark A. Gammon, Jaclyn K. Rivard, Clara E. Smith

To Improve the Academy: A Journal of Educational Development

Due to the “wicked problem” of the Academy’s resistance to innovation, new teaching and learning programs struggle to become integrated into the fabric of the Academy, which slows the uptake of evidence-based practices. This wicked problem is rooted in the lack of slow, intentional mechanisms for cultural change in the Academy. In this article, we analyze the institutionalization journey of the Departmental Action Team (DAT) project, which is a model for slow, intentional change. Over the last four years, partnering with two campus centers for teaching and learning (CTLs) allowed the DAT project to make institutionalization progress.

This analysis is …

The Lexicon Of Honors Education, Laura Barrett

Journal of the National Collegiate Honors Council Online Archive

As part of the National Collegiate Honors Council’s (2022) collection of essays about the value of honors to its graduates (1967–2019), the author reflects on the personal and professional impacts of the honors experience.

The word of the year, as my LIU Brooklyn Honors Program peers and I would identify it in 1979, was “juxtaposition,” not a word I was very familiar with before entering college but one that was tossed about with abandon by professors in my first-year seminars (including Bernice Braid, director and co-founder of the LIU Brooklyn Honors Program) and that would become a close friend by …

Jnchc 23:1 Backmatter

Journal of the National Collegiate Honors Council Online Archive

about the research authors

about the nchc monograph series

NCHC Monographs & Journals

NCHC Publications Order Form

In This Issue