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Journal Of The National Collegiate Honors Council -- Volume 9, No. 2 -- Complete Issue
Journal Of The National Collegiate Honors Council -- Volume 9, No. 2 -- Complete Issue
Journal of the National Collegiate Honors Council Online Archive
Call for Papers
Submission Guidelines
Dedication to Richard James Cummings
Editor’s Introduction Ada Long
FORUM ON “HONORS AND ACADEMIC INTEGRITY”
Honors, Honor Codes, and Academic Integrity: Where Do They Converge and Diverge? D. Bruce Carter
Academic Dishonesty and the Culture of Assessment Emrys Westacott
Speeding is Okay and Cheating is Cool Alison Schell Witte
Plato among the Plagiarists: The Plagiarist as Perpetrator and Victim Richard England
Authenticity in Marco Polo’s Story and in Honors Student Research: An Aside from the Early Renaissance Bill Knox
RESEARCH ESSAYS
On Training Excellent Students in China and the United States Ikuo Kitagaki and Donglin …
Speeding Is Okay And Cheating Is Cool, Alison Schell Witte
Speeding Is Okay And Cheating Is Cool, Alison Schell Witte
Journal of the National Collegiate Honors Council Online Archive
Academic misbehavior occurs among all students—gifted students as well as the general student population. I believe that cheating, plagiarism, and other forms of academic dishonesty are supported by a pattern of rationalization similar to that which supports other common but questionable social behaviors. In the following discussion, I will compare academic dishonesty with driving in excess of the speed limit and offer some comments about the pervasiveness of similar behaviors in other aspects of our lives. I wish to make the point that all of us, faculty included, probably perform some actions that violate the highest standards of behavior. Although …
Academic Dishonesty And The Culture Of Assessment, Emrys Westacott
Academic Dishonesty And The Culture Of Assessment, Emrys Westacott
Journal of the National Collegiate Honors Council Online Archive
Mention the escalation of academic dishonesty and most of us working in education are immediately inclined to whistle for our moral high horse. But too much moralistic tongue-clicking can blind us to the ways in which we who constitute the system contribute to the very malady we lament. For if academic dishonesty is like a disease—and we repeatedly hear it described as an “epidemic”—we may all be carriers, even cultivators, of the virus that causes it. Let me explain.
Is Student Participation In An Honors Program Related To Retention And Graduation Rates?, Charlie Slavin, Theodore Coladarci, Phillip A. Pratt
Is Student Participation In An Honors Program Related To Retention And Graduation Rates?, Charlie Slavin, Theodore Coladarci, Phillip A. Pratt
Journal of the National Collegiate Honors Council Online Archive
Do students who participate in an honors program have higher retention and graduation rates in comparison to otherwise similar nonparticipants? This is the question we address, and we do so within the context of the Honors College at the University of Maine. We present our investigation both as a contribution to the limited research in this area and as an illustration of the practical challenges one faces in doing applied work of this sort. Regarding the latter, one must be careful when comparing the retention and graduation rates of honors and nonhonors students because of differences between these two groups …
Authenticity In Marco Polo’S Story And In Honors Student Research: An Aside From The Early Renaissance, Bill Knox
Journal of the National Collegiate Honors Council Online Archive
Recently I read and skimmed editions of the writings of Marco Polo, including Komroff’s The Travels of Marco Polo and Moule and Pelliot’s encyclopedic The Description of the World. Apart from cataloguing details about Asian lands, peoples, and inventions fantastic in the eyes of early fourteenth- century Europeans, these, along with Laurence Bergreen’s well-documented biography Marco Polo: From Venice to Xanadu, unexpectedly suggested to me how, increasingly in this digital age, student research projects present questions of authenticity similar to those of medieval and Renaissance manuscripts—Polo’s being no exception.
On Training Excellent Students In China And The United States, Ikuo Kitagaki, Donglin Li
On Training Excellent Students In China And The United States, Ikuo Kitagaki, Donglin Li
Journal of the National Collegiate Honors Council Online Archive
In many countries, the training of researchers who will be internationally competitive has become a primary objective, leading to extensive discussion of the curricula, educational content, and methods that may ensure a high level of student achievement. In this global climate, only the most excellent students have the potential to engage successfully in international competition and become leading-edge researchers in the world-wide marketplace of research. Thus, any country seeking to be internationally competitive must consider ways to further raise the level of excellent students. In this study, we investigate university programs, specifically honors programs, that take special measures for training …
Honors Admissions Criteria: How Important Are Standardized Tests?, Raymond J. Green, Sandy Kimbrough
Honors Admissions Criteria: How Important Are Standardized Tests?, Raymond J. Green, Sandy Kimbrough
Journal of the National Collegiate Honors Council Online Archive
In 2007 I had the rare pleasure of overseeing the transformation of our 45- year-old honors program into an honors college. The entrance requirements for our honors program had been designed to maximize the number of participants and largely boiled down to whether the student was interested in pursuing honors. However, admission to the Honors College included a scholarship and thus required more discernment in admission standards. Thus, I began to review the entrance requirements for ten honors colleges in Texas and its surrounding states of Oklahoma, Arkansas, and Louisiana. Not surprisingly, most other universities focused on high school grade …
Editorial Matter For Volume 9, Number 2, Ada Long, Dail Mullins
Editorial Matter For Volume 9, Number 2, Ada Long, Dail Mullins
Journal of the National Collegiate Honors Council Online Archive
Editorial Policy
Contents
Call for Papers
Submission Guidelines
Dedication to Richard James Cummings
Editor's Introduction, Ada Long
About the Authors
Journal Of The National Collegiate Honors Council -- Volume 9, No. 1 -- Complete Issue
Journal Of The National Collegiate Honors Council -- Volume 9, No. 1 -- Complete Issue
Journal of the National Collegiate Honors Council Online Archive
CONTENTS
Call for Papers
Submission Guidelines
Dedication to John Grady
Editor’s Introduction -- Ada Long
FORUM ON “HONORS CULTURE”
Defining Honors Culture -- Charlie Slavin
The Culture of Honors -- George Mariz
Creating an Honors Culture -- Jim Ford
Honors Culture Clash: The High Achieving Student Meets the Gifted Professor -- Annmarie Guzy
The Prairie Home Companion Honors Program -- Paul Strong
The Times They Are A-Changin’ -- Dail Mullins
RESEARCH ESSAYS
The New Model Education -- Gary Bell.
The Role of Advanced Placement Credit in Honors Education -- Maureen E. Kelleher, Lauren C. Pouchak, and Melissa A. Lulay
Towards …
The Times They Are A-Changin’, Dail Mullins
The Times They Are A-Changin’, Dail Mullins
Journal of the National Collegiate Honors Council Online Archive
Shortly before his death in 2002, the British author and dramatist Douglas Adams—author of Hitchhiker’s Guide to the Galaxy—composed his “Three Rules” for describing how people react to change (The Salmon of Doubt, p. 95): “(1) anything that is in the world when you are born is normal and ordinary and is just a natural part of the way the world works; (2) anything that is invented between the ages of 15 and 35 is new and exciting and revolutionary and you can probably get a career out of it; (3) anything invented after age 35 is …
Towards Reliable Honors Assessment, Gregory Lanier
Towards Reliable Honors Assessment, Gregory Lanier
Journal of the National Collegiate Honors Council Online Archive
In the recent JNCHC volume devoted to “Outcomes Assessment, Accountability, and Honors” (Spring/Summer 2006), we can find a marked division within the honors community between those for and against the current climate of program assessment, with the “againsts” carrying the day by a two to one margin (six negative essays vs. three positive). In her editorial comments, Ada Long declares:
Honors educators do indeed need to be in the forefront of the national conversation about outcomes assessment, but first we will each need to decide whether we should join or resist the movement. (p. 15)
I wonder if honors educators …
The Culture Of Honors, George Mariz
The Culture Of Honors, George Mariz
Journal of the National Collegiate Honors Council Online Archive
What is it that we talk or write about when we talk or write about the culture of honors? Almost always we begin with the second term in the phrase, i.e., honors, the enterprise embodied in programs and colleges in which virtually all of the readers of this journal are engaged. If we think at all about the first term, culture, it is almost certainly for no more than a few minutes, if at all, and then move forward to the really important work. As I write this piece, I am at the moment creating a syllabus for a class …
Honors Culture Clash: The High Achieving Student Meets The Gifted Professor, Annmarie Guzy
Honors Culture Clash: The High Achieving Student Meets The Gifted Professor, Annmarie Guzy
Journal of the National Collegiate Honors Council Online Archive
In “Defining Honors Culture,” Charlie Slavin’s statement that “[w]e surely all know students who are motivated, either by internal or external factors, but are not at all interested in taking risks or in stepping outside their comfort zone academically, socially, or culturally” reminded me of an annual discussion that I have at the national conference with Anne Rinn, an educational psychologist whose body of work includes research on how a postsecondary honors program may be a good fit for the high achieving student but perhaps not as good for the gifted student. During our 2004 panel on giftedness and honors, …
The Role Of Advanced Placement Credit In Honors Education, Maureen Kelleher, Lauren Pouchak, Melissa Lulay
The Role Of Advanced Placement Credit In Honors Education, Maureen Kelleher, Lauren Pouchak, Melissa Lulay
Journal of the National Collegiate Honors Council Online Archive
The role that Advanced Placement (AP) credit plays in an honors education is increasingly significant. More high school students have the opportunity to take AP courses and successfully complete the AP exams. As a result, they arrive on campus with credits toward some and often many of their early core-focused college requirements. This widespread bypass of early requirements often leaves honors programs scampering to find strategies for a robust experience in the early years of an honors education.
This essay emerges from our experience at Northeastern University, where the number of AP credits applied to our undergraduate degrees has increased …
Creating An Honors Culture, Jim Ford
Creating An Honors Culture, Jim Ford
Journal of the National Collegiate Honors Council Online Archive
Charlie Slavin’s excellent essay on “Defining Honors Culture” raises a host of compelling questions. As the director of an honors program just taking its first steps, I found myself returning again and again to the limits of my own role in shaping a nascent honors culture. Can honors administrators create an “honors culture”? Probably not, even in the case of a newly created honors program. The larger institutional culture and the particular characteristics of the first honors students make the creation ex nihilo of an honors culture difficult, if not impossible. But the stated goals of a particular honors program …
Editorial Matter For Volume 9, Number 1, Ada Long, Dail Mullins
Editorial Matter For Volume 9, Number 1, Ada Long, Dail Mullins
Journal of the National Collegiate Honors Council Online Archive
Editorial Policy
Contents
Call for Papers
Submission Guidelines
Dedication to John Grady
Editor's Introduction, Ada Long
About the Authors
Defining Honors Culture, Charlie Slavin
Defining Honors Culture, Charlie Slavin
Journal of the National Collegiate Honors Council Online Archive
Most of us in honors have a general sense of what the phrase “honors culture” might mean but would be hard-pressed to define it. Those who have been involved in honors education for any length of time realize that this thing we call “honors” varies widely across institutions. We also know that the components of honors culture at even a single institution include multiple and transient populations of administrators, staff, faculty, and students. Many of the recent writings on college culture by columnists like David Brooks and Thomas Friedman focus solely on undergraduate students, but a culture, if there is …
The New Model Education, Gary Bell
The New Model Education, Gary Bell
Journal of the National Collegiate Honors Council Online Archive
He came into the room, an immaculately groomed man, confident and clearly experienced in talking to groups. He was, after all, the foremost authority on Renaissance Florence, one of the reasons that history graduate students came to UCLA. His speech was assured—and a bit like a dash of ice water to the respectful, attentive undergraduates gathered before him.
There was no name, no introduction to the class at this point, no attempt at interchange with the audience. However, to give him his due, the attendance was unusually large.
Plato Among The Plagiarists: The Plagiarist As Perpetrator And Victim, Richard England
Plato Among The Plagiarists: The Plagiarist As Perpetrator And Victim, Richard England
Journal of the National Collegiate Honors Council Online Archive
When the Roman poet Martial applied the Latin term for the kidnapping of slaves and children (“plagiario”) to those who stole his literary work (Epigrams I, 52), he became the first victim of plagiarism in its modern sense. Words are the author’s children, and one can understand how the author might suffer when another claims (or kidnaps) them. But plagiarism has further victims: the reader is tricked into thinking the plagiarist clever; the words themselves are cheapened by unauthorized replication; the scholarly enterprise, the community of authorship, and the process of writing all bear the marks of injury. …
Honors, Honor Codes, And Academic Integrity: Where Do They Converge And Diverge?, D. Bruce Carter
Honors, Honor Codes, And Academic Integrity: Where Do They Converge And Diverge?, D. Bruce Carter
Journal of the National Collegiate Honors Council Online Archive
Academic integrity has become a topic of increasing concern to faculty and administrators in colleges and universities across the country (Davis, Seeman, Chapman, & Rotstein, 2008; McCabe, Trevino, & Butterfield, 2002). Indeed, the level of concern has led to the development of highly articulated academic integrity procedures at a number of institutions of higher learning. In some instances, schools have felt the need to develop honor pledges and oaths, such as the honor oath recited voluntarily by graduate students entering the Institute of Medical Science at the University of Toronto (Davis et al., 2008).
The Prairie Home Companion Honors Program, Paul Strong
The Prairie Home Companion Honors Program, Paul Strong
Journal of the National Collegiate Honors Council Online Archive
“Ah, hear that old piano, from down the avenue.” Every Saturday at 6:00pm, at home in Alfred or on the coast of Maine or in Chapel Hill, I can count on hearing those words, “coming to you live from the Fitzgerald Theatre.” It’s time to settle in for another edition of A Prairie Home Companion. The show’s familiarity is comforting. I know just what to expect: The Adventures of Guy Noir (Private Eye), Dusty and Lefty, The Guys’ All- Star Shoe Band, faux ads for Powdermilk Biscuits and The Duct Tape Council, lots of music and singing, and, finally, The …