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Articles 31 - 60 of 314
Full-Text Articles in Education
Who Belongs In Honors? Culturally Responsive Advising And Transformative Diversity, Elizabeth Raisanen
Who Belongs In Honors? Culturally Responsive Advising And Transformative Diversity, Elizabeth Raisanen
National Collegiate Honors Council Monographs: Chapters
Despite a rich body of scholarship that engages with university honors advising, advising to support diversity in higher education, and the overall need for better attention to diversity within honors, the literature has not fully explored the vital role that advising plays in supporting diversity and fostering belonging within honors programs and colleges. This essay brings together the too-often disparate threads of advising, honors, and diversity to advocate for a practice of culturally responsive advising within the honors environment in order to pursue truly transformative diversity. Holistic academic advising and related programming must play a central role in any honors …
Fostering Student Leadership In Honors Colleges, Jill Nelson Granger
Fostering Student Leadership In Honors Colleges, Jill Nelson Granger
National Collegiate Honors Council Monographs: Chapters
The architecture of student leadership in honors colleges is a formative decision that affects students’ experience and development. Through a broad view of student leadership structures across U.S. honors colleges, four common modalities are identified and described: governance, programming, mentorship, and ambassadorship. Relevant models, variations, combinations, and specializations are provided. Student leadership, as a hallmark of honors education, is one way in which honors colleges distinguish themselves both within and outside the university. As intentional learning communities, honors colleges incorporate student leadership into the nature of honors education, as part of mission, and as a defining outcome of the honors …
Honors Liberal Arts For The 21st Century, John Carrell, Aliza S. Wong, Chad Cain, Carrie J. Preston, Muhammad H. Zaman
Honors Liberal Arts For The 21st Century, John Carrell, Aliza S. Wong, Chad Cain, Carrie J. Preston, Muhammad H. Zaman
National Collegiate Honors Council Monographs: Chapters
We argue that honors colleges can deploy the power of the liberal arts to emphasize diversity, equity, global citizenship, ethical leadership, and empowerment by combining liberal arts and STEM (science, technology, engineering, and medicine) fields in interdisciplinary approaches to global challenges, from climate change to the pandemic to forced displacement. As the honors colleges at Texas Tech and Boston University work to be at the forefront of pedagogical and curricular innovation, the twenty-first century has presented us with a student and faculty community becoming increasingly aware of historical, racial, gendered, and socioeconomic disparities, which were further exacerbated by the COVID …
Honors Colleges, Transdisciplinary Education, And Global Challenges, Paul Knox, Paul Heilker
Honors Colleges, Transdisciplinary Education, And Global Challenges, Paul Knox, Paul Heilker
National Collegiate Honors Council Monographs: Chapters
The authors contend that the most significant comparative advantage of honors colleges is the combination of gifted and motivated students from every academic discipline and interdisciplinary curricula that train students to integrate diverse perspectives. The authors discuss how to harness this advantage to provide a truly transdisciplinary education through collaborative, project-based learning, both on campus and beyond. They assert that honors colleges are in a unique position to circumvent the siloed structures of academia by convening multidisciplinary groups of students guided by faculty from a wide range of disciplines. Doing so can help reimagine undergraduate education to address urgent and …
Serving Our Communities: Leveraging The Honors College Model At Two-Year Institutions, Eric Hoffman, Victoria M. Bryan, Dan Flores
Serving Our Communities: Leveraging The Honors College Model At Two-Year Institutions, Eric Hoffman, Victoria M. Bryan, Dan Flores
National Collegiate Honors Council Monographs: Chapters
Honors colleges at two-year institutions play a uniquely important role in twenty-first century higher education by providing additional opportunities, services, and programming that support greater outcomes for the community, especially for those members of underrepresented and underserved populations. Two-year institutions may wonder how the honors college structure could be valuable, particularly when honors programs are already well established, recognized, and understood among the faculty and staff as providing opportunities for students and supported by administration. Honors colleges can give honors a seat at the table in deans councils, budgetary discussions, campus planning, and curriculum development processes, which in turn allows …
Resisting Disciplinarity: Curriculum Mapping And Transdisciplinarity, Megan Snider Bailey
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 …
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
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 …
Honors Flourishing In The Midst Of Change, Hao Hong, Robert Glover, Mimi Killinger, Jordan Labouff
Honors Flourishing In The Midst Of Change, Hao Hong, Robert Glover, Mimi Killinger, Jordan Labouff
Journal of the National Collegiate Honors Council Online Archive
In the wake of formidable institutional change, and in response to administrative concerns about honors’ place within the university, authors describe the development of a pilot course that led to a program’s critical self-study and course transformations that were long overdue. Citizen Scholarship and Human Flourishing incorporates specific practices such as peer instruction and “ungrading” to align with new institutional learning objectives and broadly defined undergraduate research experiences across disciplines. The experimental course presents honors as a model for progressive curricular change in the midst of shifting administrative landscapes.
Meet The New Boss: An Honors Faculty Member Weathers Administrative Change, Annamarie Guzy
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.
Regime Change As Opportunity: A Case For A Radically Inclusive Response, Massimo Rondolino
Regime Change As Opportunity: A Case For A Radically Inclusive Response, Massimo Rondolino
Journal of the National Collegiate Honors Council Online Archive
The author proposes a radically inclusive approach to reimagining and rebuilding honors education at a time of institutional change, suggesting that when directives do not include a clear vision for academic curricula in practice and orientation (and instead focus on budgetary bottom lines and cost-maximization), honors practitioners benefit from an invaluable opportunity to exert self-determination and agency. This essay describes the effective rebuilding of an honors program by leveraging faculty experience to establish a collaborative community framed within a model of student self-governance and grounded in principles of mindful leadership, anti-cruelty mentality, and maternal thinking.
Ready For Business: Developing An Online Business Honors Course For Quality, Engagement, And Inclusivity, Kayla N. Sapkota
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.
Leveraging Regime Change As An Opportunity To Reimagine, Reset, And Demonstrate Results In Honors, Irina V. Ellison
Leveraging Regime Change As An Opportunity To Reimagine, Reset, And Demonstrate Results In Honors, Irina V. Ellison
Journal of the National Collegiate Honors Council Online Archive
Regime changes in higher education can be a source of disruption and lead to a potential derailment of honors programs. This paper describes one honors program’s agility and effective negotiation through a rapid succession of upper administrative change, suggesting that when seen as opportunities these changes invite honors practitioners to re-envision, reset, and reevaluate programmatic set points for admissions, student learning, and curricular innovation.
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
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
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 …
Building An Honors Community That Values And Celebrates Faculty, Kristine A. Miller
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
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.
Advising For Today's Honor Students, Erin E. Edgington
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
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
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 …
Exploring Supervisory Needs Of First-Generation Professionals Working In Higher Education, Angela R. Wellman
Exploring Supervisory Needs Of First-Generation Professionals Working In Higher Education, Angela R. Wellman
Antioch University Dissertations & Theses
As first-generation students enter the workforce and traverse through their careers, their work supervisors are solidly positioned to positively influence their experiences. There is very little literature to be found that addresses the professional experiences of first-generation professionals in relation to their supervisors. The purpose of this exploratory study was to learn, directly from first-generation professionals working in higher education, what they believe they need from their supervisors to support their well-being and success. This research also sought to discover how important participants thought that each need statement was, as well to gain insight to what extent the identified needs …
Experiencing Workplace Inclusion: Critical Incidents That Create A Sense Of Inclusion For Professional Staff In Higher Education, Katherine Penn Lampley
Experiencing Workplace Inclusion: Critical Incidents That Create A Sense Of Inclusion For Professional Staff In Higher Education, Katherine Penn Lampley
Antioch University Dissertations & Theses
Professional staff make up the majority of employees at colleges and universities in the United States but are rarely the focus of research in higher education. As a result, little is known about how these employees experience the workplace, creating a challenge for educational institutions working to attract, develop, and retain this essential resource. Employees who feel included in the workplace have higher performance levels and are more likely to remain with their organizations, but workplace inclusion is a complex and undertheorized psychological phenomenon. This exploratory study provides insight into the psychological experience of inclusion by examining the experiences, interactions, …
Understanding The Implications Of Work Based Learning For Students Pk-12 School Systems Institutions Of Higher Education And Hosting Organizations, David Naff, Amy Corning, Meleah Ellison, Albion Sumrell, Zehra Sahin Ilkorkor, Jennifer Murphy, Ciana Cross
Understanding The Implications Of Work Based Learning For Students Pk-12 School Systems Institutions Of Higher Education And Hosting Organizations, David Naff, Amy Corning, Meleah Ellison, Albion Sumrell, Zehra Sahin Ilkorkor, Jennifer Murphy, Ciana Cross
MERC Publications
This literature review by the Metropolitan Educational Research Consortium (MERC) and Institute for Collaborative Research and Evaluation (ICRE), in partnership with the Virginia Talent + Opportunity Partnership (V-TOP) and State Council of Higher Education for Virginia (SCHEV) explores work-based learning and its implications for PK-12 institutions, institutions of higher education, and hosting organizations (e.g. employers). The report also provides background information about the foundations of work-based learning and concludes with a series of recommendations for practice, policy, and future research related to work-based learning. There is also an accompanying podcast episode where report authors discuss the key takeaways with …
F Is For Feminism: Mainstreaming Feminist Leadership In Academic Libraries, Shana Higgins
F Is For Feminism: Mainstreaming Feminist Leadership In Academic Libraries, Shana Higgins
Library Faculty Publications & Presentations
Gender and whiteness structure library work in ways that continue to lack sustained critical attention, particularly in the research literature on library leadership and management. In 2020 just over 83% of librarians identified as women and as white, non-Hispanic. And 78.6% of library technicians and assistants identified as white, non-Hispanic. These demographics make librarians a slightly less diverse workforce than other professionals in educational jobs. Despite being a female-intensive and overwhelmingly white profession, the scholarship on leadership and management published in mainstream library and information science journals (LIS) rarely employs explicitly feminist frameworks or perspectives. By using critical feminist analyses …
Government Lawyers May Be Prime Candidates For College And University Presidencies, Patricia E. Salkin
Government Lawyers May Be Prime Candidates For College And University Presidencies, Patricia E. Salkin
Scholarly Works
With roughly 4,000 institutions of higher education in the United States, there is a body of literature on leadership in higher education and presidents have been studies and critiqued by biographers and by scholars, yet up until now there has been scarce attention to the documented trend of lawyers leading higher education. Within the subset of lawyer presidents, one major commonality is government law experience in their career prior to the campus presidency. This article explores the unique skills and leadership that government lawyers can offer colleges and universities and provides examples of presidents with former government experience at all …
The Importance Of Trust And Authenticity Among Stakeholders Involved In Higher Education Data Infrastructure Redevelopments: An Australian Critical Discourse Study, Elizabeth Cook
Research outputs 2022 to 2026
Governments require higher education providers (HEPs) to be transparent in their use of public funds and have developed specialised higher education (HE) data infrastructure to enable the data transfer from HEPs to government departments. In 2018, Australia’s Department of Education, Skills and Employment launched Transforming the Collection of Student Information (TCSI) to enhance HE data infrastructure for student data transfer. This critical discourse study explores the discourses, discursive strategies and perspectives surrounding TCSI. Findings included HEP issues and concerns that the interviewees believed were inadequately addressed or ignored despite the Department’s claims of extensive engagement with HEPs to achieve mutually …
Reflections On Pedagogical Practice And Development Through Multidisciplinary Triadic Peer Mentorship, Nicole Charles, Nathalie Moon, Andrew P. Dicks
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 …
Etd Formatting And Reviewing: Hot Topics And Questions, Larry Tague, Sally Evans, Lily Compton, Stacy Wallace, Ericka Findley, Lee Spence
Etd Formatting And Reviewing: Hot Topics And Questions, Larry Tague, Sally Evans, Lily Compton, Stacy Wallace, Ericka Findley, Lee Spence
ETD Conferences and Academic Works
One of the most important products from university graduate programs is highly qualified professionals. Ultimately, student success is one measure of a university’s academic quality. But another measure of academic quality is the institution’s online continuous display of ETDs. This display is a public picture of content and style representing the students and their university. Thus, ETD administrators are tasked not only with the format reviews but also the continuous improvements in all aspects of the ETD workflow to ensure the integrity of their institutions’ public-facing ETDs.
To facilitate the plenary discussion about ETD formatting and reviewing for differentsized institutions …
Social Role And Role Congruity Influences On Perceived Value Of Women’S Leadership At Southwestern Research Universities, Stephanie J. Jones, Patricia Ryan Pal
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 …
Means To An End: A Qualitative Interview Study On Medical Students And Debt, Alberto Juan Diaz Jr
Means To An End: A Qualitative Interview Study On Medical Students And Debt, Alberto Juan Diaz Jr
FIU Electronic Theses and Dissertations
Today, 43.4 million Americans owe 1.7 trillion dollars in student loan debt (Hanson, 2022). The American Association of Medical Colleges (2021) reported that 73% of medical students graduate with educational debt, of which the average medical student borrowed $203,062 in student loans. The problem addressed through this study is that as the narrative about student loan debt grows, the hegemonic understanding of debt revolves around the undergraduate student's experience and their eminent struggles regarding repayment of student loans and employment. However, limited research exists on how medical students understand and experience debt.
Several researchers have discussed the lack of understanding …
Toward Institutionalizing Successful Innovations In The Academy, Sarah B. Wise, Courtney Ngai, Joel Christopher Corbo, Mark A. Gammon, Jaclyn K. Rivard, Clara E. Smith
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 …