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Writing War: The Memorial Design Project, Janine Utell
Writing War: The Memorial Design Project, Janine Utell
Honors in Practice Online Archive
It seems a fortuitous—and frightening—time to be teaching a course on literature and art of war in the twentieth century. As an assistant professor in a small English department within Widener University’s humanities division, which serves a range of students through our general education program, I am constantly mindful of making the aesthetic socially and ethically relevant. Furthermore, as a sometime-teacher in the General Education Honors Program, I am conscious not only of making the arts and humanities relevant to a diverse body of students but of challenging some very driven and engaged thinkers and writers.
Ending In Honors, Samuel Schuman
Ending In Honors, Samuel Schuman
Honors in Practice Online Archive
What follows is a slightly revised version of a presentation given by Sam Schuman at the 2008 NCHC conference in San Antonio, Texas.
Stability In The Context Of Change, Hallie Savage
Stability In The Context Of Change, Hallie Savage
Honors in Practice Online Archive
Last year at this time, I began to think about what I might adopt as a presidential theme. What could NCHC reasonably accomplish in 2008? If you recall, at that time we hired Liz Beck as Interim Executive Director, and one month before the conference we hired Cindy Hill. Major changes were inevitable in our organization. I began my presidency with a goal to work with the Board of Directors to establish stability in the face of these organizational changes. The goal of stability was in response to the need for a national office that would provide the resources for …
Implementing Honors Faculty Status: An Adventure In Academic Politics, Jesse Peters
Implementing Honors Faculty Status: An Adventure In Academic Politics, Jesse Peters
Honors in Practice Online Archive
Ijoined the faculty at the University of North Carolina Pembroke in 1999. At that time there were about 3200 students, and we were mostly a commuter campus. Currently we have just over 6000 students, and the campus has shifted to a much more residential student body. The physical plant has expanded and improved, and the faculty has almost doubled. We have added several new degree programs at both the undergraduate and graduate levels. The focus of this essay is the expansion of the honors college, particularly the implementation of a system granting official honors faculty status. This system has helped …
Networking An Honors Community Out Of Fragmentation, Karlyn Koh, John Chaffee, Edward Goodman
Networking An Honors Community Out Of Fragmentation, Karlyn Koh, John Chaffee, Edward Goodman
Honors in Practice Online Archive
What makes an honors program a community? And how does one build a vibrant honors community at a commuter community college? In the City University of New York’s LaGuardia Community College Honors Program, we have been grappling with such questions especially because ours is an urban, non-residential campus that serves a diverse, non-traditional student population. Our student population is roughly 38% Hispanic, 21% Asian, and 20% Black; in 2007, 58% of our students were foreign born, 19% took evening classes, and 46% were part-time students. How can we provide the program with a sense of cohesion without the infrastructure of …
Separate But Equal: Will It Work For Professional Honors Programs?, Beata M. Jones, Peggy W. Watson
Separate But Equal: Will It Work For Professional Honors Programs?, Beata M. Jones, Peggy W. Watson
Honors in Practice Online Archive
Developing honors opportunities for students in professional schools can be difficult, as noted by, for example, Giazzoni (2007), Bishop and Sittason (2007) and Noble and Dowling (2007) and also as demonstrated by honors program statistics at Texas Christian University (TCU). Despite the difficulty, high achieving students in professional schools should have the opportunity to benefit from an honors education. According to Bruce (2008), “honors education looks different from other types of education. . . . Honors pushes our comfort zones . . . [and] . . . challenges us to . . . be open to new ideas” (19–29). This …
Honors Ex Machina: Changing Perceptions Of Honors Through Horizontal Integration, A Case Study, Timothy Hulsey
Honors Ex Machina: Changing Perceptions Of Honors Through Horizontal Integration, A Case Study, Timothy Hulsey
Honors in Practice Online Archive
Honors programs and colleges face numerous pressures from raising money to managing growth to developing and maintaining curricula. None of these challenges, however, are unique to honors. What has, unfortunately, proven to be unique to honors has been the continuing question of relevance. Over the years, “making honors relevant” has been an ongoing part of the national honors discussion.
In the fall/winter 2007 volume of the JNCHC, Ira Cohen used a Robert Burns poem to remind us that others often do not see honors as we see ourselves: “The observation by Burns clearly applies to honors: the viewpoint of those …
Bridging The Divides: Using A Collaborative Honors Research Experience To Link Academic Learning To Civic Issues, Alix Dowling Fink, M. Leigh Lunsford
Bridging The Divides: Using A Collaborative Honors Research Experience To Link Academic Learning To Civic Issues, Alix Dowling Fink, M. Leigh Lunsford
Honors in Practice Online Archive
The National Science Education Standards assert the vital importance of the inquiry process: “Inquiry into authentic questions generated from student experiences is the central strategy for teaching science” (National Research Council 1996). Yet students in U.S. high schools have highly variable laboratory experiences, and attempts at inquiry-oriented learning are often “cookbook” activities isolated from the larger flow of science and mathematics learning (Singer et al. 2006). In the higher education environment, it is similarly uncommon for students, particularly first-year students in science and statistics classes for non-majors, to have the opportunity to practice authentic research from formulation of a research …
Enhancing Environmental Literacy And Global Learning Among Honors Students, Liza Davis
Enhancing Environmental Literacy And Global Learning Among Honors Students, Liza Davis
Honors in Practice Online Archive
In 2005, the National Environmental Education and Training Foundation (NEETF) released a summary of a decade’s worth of research into environmental literacy among Americans, collected in collaboration with Roper Reports. The report included some disturbing statistics: 45 million Americans think the ocean is a fresh-water source, for example, and only 12% of those surveyed were able to pass a basic quiz on energy awareness. As the report’s author laments, “Our years of data from Roper surveys show a persistent pattern of environmental ignorance even among the most educated and influential members of society” (Coyle v). Like most Americans, honors students …
Honors Ambassadors: A Framework For Enhancing Student And Program Development, Kristy Burton, Erin Wheeler Mckenzie, Patrick Damo
Honors Ambassadors: A Framework For Enhancing Student And Program Development, Kristy Burton, Erin Wheeler Mckenzie, Patrick Damo
Honors in Practice Online Archive
Many honors programs struggle with how to attract the best and brightest students, primarily because the students we seek often have multiple lucrative offers from highly rated institutions. At Miami University, we found ourselves in the unfortunate position of losing top-tier students to competitor programs in the region and state and thus needing to take action. Our first step was to take a critical look at the scope and type of communication we were having with prospective students. What we found was that although we offer an excellent honors program with learning opportunities that are equivalent to or perhaps better …
Honors In Practice, Volume 5 (Complete Issue)
Honors In Practice, Volume 5 (Complete Issue)
Honors in Practice Online Archive
CONTENTS
Editorial Policy
Submission Guidelines
Dedication to Earl and Maggie Brown
Editor’s Introduction Ada Long
IMPORTANT SPEECHES OF 2008
Stability in the Context of Change Hallie E. Savage
Ending in Honors Samuel Schuman
People Who Think Otherwise Kevin Donovan
ADMINISTRATIVE DESIGNS
Implementing Honors Faculty Status: An Adventure in Academic Politics Jesse Peters
Building an Honors Development Board Scott Carnicom and Philip M. Mathis
Honors Ex Machina: Changing Perceptions of Honors through Horizontal Integration, A Case Study Timothy L. Hulsey
Separate but Equal: Will it Work for Professional Honors Programs? Beata M. Jones and Peggy W. Watson
CURRICULAR DESIGNS
Combining Chemistry …
Paths To Knowledge As A Foundational Course In An Honors Program, Mark Vitha, Arthur Sanders, Colin Cairns, David Skidmore, Clive Elliot, William Lewis
Paths To Knowledge As A Foundational Course In An Honors Program, Mark Vitha, Arthur Sanders, Colin Cairns, David Skidmore, Clive Elliot, William Lewis
Honors in Practice Online Archive
In this article we describe an honors course titled “Paths to Knowledge,” which was created to provide students with an understanding of the ways different disciplines create and evaluate knowledge. This is the only specific course within our honors curriculum that is required of all honors students. After seeing it evolve over several years, multiple instructors, and a variety of approaches to the theme, we believe that Paths to Knowledge may be a good model for a foundational course within an honors program.
An Honors Director’S Credo, Angela Salas
An Honors Director’S Credo, Angela Salas
Honors in Practice Online Archive
“Finis Origine Pendet” wrote Manlius: the end depends upon the beginning. True enough. But what if we looked at a desired end to work backward and see what steps we might take to get to that place? What do we want for our children, for our students, and for the graduates of our schools? What do hope to see when we look across our desks at job applicants? What do we watch for on television when candidates for office are explaining their reasons for wanting to serve and what they intend to accomplish if elected? What do we want for …
The Role Of Peer Leaders In An Honors Freshman Experience Course, Melissa Johnson
The Role Of Peer Leaders In An Honors Freshman Experience Course, Melissa Johnson
Honors in Practice Online Archive
The purpose of this paper is to describe the role peer leaders play in Introduction to Honors Professional Development, a 1-credit, graded, honors course for first-year students at the University of Florida. Peer leaders are experienced undergraduate students who co-instruct the course along with an honors advisor. While the specific roles of peer leaders may vary from section to section, in general all peer leaders are expected to be advisors, resources, and role models to first-year students.
Honoring Experiential Education, Debra Holman, Tony Smith, Evan Welch
Honoring Experiential Education, Debra Holman, Tony Smith, Evan Welch
Honors in Practice Online Archive
In the Center for Honors, Scholars and Leadership at the University of Northern Colorado (UNC), we are actively pursuing expansion of our experiential-education offerings and are working collaboratively with a variety of community partners and key campus offices to develop, track, and promote opportunities for students. Our efforts focus on providing honors and leadership students with a variety of experiential-education placements and giving students across the campus opportunities to engage more fully in service, internships, and research. Central to our efforts is a philosophy that all students can choose to exercise honor in their academic careers not solely through outstanding …
Editorial, Volume 5 - 2009, Ada Long, Dail Mullins
Editorial, Volume 5 - 2009, Ada Long, Dail Mullins
Honors in Practice Online Archive
Table of Contents:
Editorial Policy
Submission Guidelines
Dedication to Earl and Maggie Brown
Editor’s Introduction by Ada Long
Stability in the Context of Change by Hallie E. Savage
Ending in Honors by Samuel Schuman
People Who Think Otherwise by Kevin Donovan
Implementing Honors Faculty Status: An Adventure in Academic Politics by Jesse Peters
Building an Honors Development Board by Scott Carnicom and Philip M. Mathis
Honors Ex Machina: Changing Perceptions of Honors through Horizontal Integration, A Case Study by Timothy L. Hulsey
Separate but Equal: Will it Work for Professional Honors Programs? by Beata M. Jones and Peggy W. Watson …
People Who Think Otherwise, Kevin Donovan
People Who Think Otherwise, Kevin Donovan
Honors in Practice Online Archive
The theme of my address is simple: welcome to a community of people who think otherwise. First, recognize that you are a community. That may be hard to see at first sight: you come from a wide range of various backgrounds, from big cities and small country towns, from affluent and financially struggling families, from a variety of races and creeds. However, you have much in common with each other, beginning with the talent and record of achievement that got you here. Possessing intelligence and curiosity about the world, you are also likely at one time or another to feel …
Honors Living-Learning Communities: A Model Of Success And Collaboration, Eric Daffron, Christopher Holland
Honors Living-Learning Communities: A Model Of Success And Collaboration, Eric Daffron, Christopher Holland
Honors in Practice Online Archive
All too often on college campuses, academic affairs and student affairs work in near isolation from each other. In their traditional roles, academic affairs promotes students’ learning in the classroom while student affairs cares for students’ personal development outside the classroom. Yet, if higher education aspires to graduate students who can meet the challenges of the modern world, then universities have an obligation to launch collaborative projects that bring together the disparate facets of students’ lives. Living-learning communities, a model for collaboration between academic affairs and student affairs, can meet that goal (Schroeder & Mabel, 1994).
Combining Chemistry And College Writing: A New Model For An Honors Undergraduate Chemistry Course, Donna Chamely-Wilk, Jeffrey Galin, Krista Kasdorf, Jerome Haky
Combining Chemistry And College Writing: A New Model For An Honors Undergraduate Chemistry Course, Donna Chamely-Wilk, Jeffrey Galin, Krista Kasdorf, Jerome Haky
Honors in Practice Online Archive
Faculty in the Departments of Chemistry and English at Florida Atlantic University (FAU) have designed and implemented an innovative, writing intensive, advanced, second-semester chemistry course combined with a laboratory component that satisfies both second semester General Chemistry and College Writing criteria. This unusual configuration differs from typical honors chemistry courses because of its “writing to learn” approach to teaching indepth scientific content, the nature of research, and research methods. The opportunity to develop this course emerged from a collaborative relationship between our institution’s Writing Across the Curriculum (WAC) program and our chemistry department.
Building An Honors Development Board, Scott Carnicom, Philip Mathis
Building An Honors Development Board, Scott Carnicom, Philip Mathis
Honors in Practice Online Archive
Development has a long history in American higher education. The first institutions of higher education founded in the United States were private and relied heavily on donations of money or land (Brittingham & Pezzullo, 1990). Public schools, which once enjoyed a period of relatively generous government funding, must also now vie for development dollars in an increasingly competitive market. The organized development efforts of both private and public colleges and universities have evolved and expanded over the years, giving rise to centralized development offices and trained, professional development officers. However, many academic leaders outside the development office, including honors directors …