Education Commons^™

Draft: Purposeful, Intentional, And Integrative Organization For Liberal Studies And Liberal Arts Eportfolios So As To Maintain High Impact Practice Effectiveness, Kelly L. Straight

Workshops & Institutes

Draft for the purposeful, intentional, and integrative organization and use of ePortfolios within Liberal Studies and Liberal Arts so as to serve as an interdisciplinary space for Lifelong Learning and Reflection whereby a student engages in common intellectual experiences (HIP) within a learning community (HIP) across the curriculum so as to identify and position the self as a scholar, advocate, and (where appropriate) as an educator (i.e. Liberal Studies/Arts as an Intellectual Identity: what is means and why it matters).

Jnchc Front & Back Matter, Vol. 20, No 2, Fall/Winter 2019

Journal of the National Collegiate Honors Council Online Archive

Cover

Masthead

Contents

Call for Papers, Editorial Policy, & Submission Guidelines

Dedication -- Art L. Spisak

About the Authors

About the NCHC Monograph Series

Order form

Back cover

Facilitating Leadership Development Spc 420, Joanna Burkhardt

Library Impact Statements

No abstract provided.

Nonprofit Fiscal Oversight And Budget Analysis Spc 540, Joanna Burkhardt

Library Impact Statements

No abstract provided.

Leading Ethically Spc 505, Joanna Burkhardt

Library Impact Statements

No abstract provided.

Influence And Persuasion In The Social Sector Spc 510, Joanna Burkhardt

Library Impact Statements

No abstract provided.

Nonprofit Governance And Law Spc 515, Joanna Burkhardt

Library Impact Statements

No abstract provided.

Data Analysis Laboratory For Professional Leaders, Joanna Burkhardt

Library Impact Statements

No abstract provided.

Nonprofit Strategy And Social Innovation Spc 525, Joanna Burkhardt

Library Impact Statements

No abstract provided.

Scipp: An Expanded Community Of Practice - Community Publishing, Gina Hanson

Q2S Enhancing Pedagogy

No abstract provided.

Volume Cxxxvii, Number 9, November 15, 2019, Lawrence University

The Lawrentian

No abstract provided.

Bis: Learner Designed Major, Joanna Burkhardt

Library Impact Statements

No abstract provided.

Volume Cxxxvii, Number 8, November 8, 2019, Lawrence University

The Lawrentian

No abstract provided.

Journal Of The National Collegiate Honors Council 20:2 (Fall/Winter 2019): Complete Issue. Forum On Risk-Taking In Honors

Journal of the National Collegiate Honors Council Online Archive

Contents:

Call for Papers

Editorial Policy, Deadlines, and Submission Guidelines

Dedication to Art L. Spisak

Editor’s Introduction — Ada Long

Forum essays on “Risk-Taking in Honors”

Risky Honors — Andrew J. Cognard-Black

An Honors Student Walks into a Classroom: Inviting the Whole Student into our Classes — Brian Davenport

Risk that Lasts: Prioritizing Propositional Risk in Honors Education — Eric Lee Welch

Risky Triggers — Larry R. Andrews

Embodied Risk-Taking: Embracing Discomfort through Image Theatre — Leah White

Academic Risk and Intellectual Adventure: Evidence from U.S. Honors Students at the University of Oxford — Elizabeth Baigent

Disorienting Experiences: Guiding Faculty …

Volume Cxxxvii, Number 7, November 1, 2019, Lawrence University

The Lawrentian

No abstract provided.

Volume Cxxxvii, Number 6, October 25, 2019, Lawrence University

The Lawrentian

No abstract provided.

Volume Cxxxvii, Number 5, October 18, 2019, Lawrence University

The Lawrentian

No abstract provided.

Volume Cxxxvii, Number 4, October 11, 2019, Lawrence University

The Lawrentian

No abstract provided.

Volume Cxxxvii, Number 3, October 4, 2019, Lawrence University

The Lawrentian

No abstract provided.

Disorienting Experiences: Guiding Faculty And Students Toward Cultural Responsiveness, Rebekah Dement, Angela Salas

Journal of the National Collegiate Honors Council Online Archive

This essay examines the challenges of integrating culturally responsive teaching into an honors curriculum at a predominantly white institution. Through self-reflection resulting from three specific incidents, one author examines the trajectory of risk-taking as it pertains to assigning difficult or challenging texts. The second author provides a vital complement to self-reflection: the mentorship of a senior colleague.

Practicing What We Preach: Risk-Taking And Failure As A Joint Endeavor, Alicia Cunningham-Bryant

Journal of the National Collegiate Honors Council Online Archive

Faculty and administrators often present risk-taking as something honors students must do, but rarely do they take risks themselves. In an ideal situation, communal risk-taking would subvert institutional power dynamics, free students from grade-associated anxiety, and enable them to build dynamic partnerships with faculty. This paper discusses how one honors college piloted self-grading in the second semester of its first-year seminar as a mechanism of liberatory learning for both faculty and students. While self-grading was originally intended to provide increased freedom for risk-taking, in truth it led to increased anxiety in students and high levels of frustration for faculty. This …

Risky Honors, Andrew J. Cognard-Black

Journal of the National Collegiate Honors Council Online Archive

Most educators today are likely to proclaim a commitment to teaching critical thinking. Willingness to take intellectual risks such as questioning orthodox teachings or proposing unconventional solutions is an important component of critical thinking and the larger project of liberal education, yet the reward structures of educational institutions may actually function to discourage such risk-taking. In light of the extra importance placed on grades and high-stakes entrance exams in an increasingly competitive educational marketplace, this problem might presumably be magnified among honors students. This essay concludes by calling on honors educators and other interested parties to contribute their voices, their …

Academic Risk And Intellectual Adventure: Evidence From U.S. Honors Students At The University Of Oxford, Elizabeth Baigent

Journal of the National Collegiate Honors Council Online Archive

Many study abroad programs promise students self-knowledge through adventure. Those that involve intense study seem at first sight not to offer adventure nor to entail risky dislocation nor to offer new insights into self. However, evidence from study abroad students at the University of Oxford reveals that they describe intellectual endeavor as adventure, finding that their academic experiences pose risks, demand courage, and are the means through which they and their new surroundings accommodate one another. Oxford faculty encourage academic risk-taking by posing hard intellectual challenges, helping students find their own voice rather than summarizing the views of others, and …

Risky Triggers, Larry R. Andrews

Journal of the National Collegiate Honors Council Online Archive

Risk-taking in honors education entails not only anxiety about grades and intellectually disturbing ideas but also painful emotional responses to course materials. Rather than censoring such “dangerous” materials, faculty should compassionately encourage vulnerable students to acknowledge their pain safely in an open and accepting classroom atmosphere.

Selection Criteria For The Honors Program In Azerbaijan, Azar Abizada, Fizza Mirzaliyeva

Journal of the National Collegiate Honors Council Online Archive

Designing effective selection procedures for honors programs is always a challenging task. In Azerbaijan, selection is based on three main criteria: (i) student performance in the centralized university admission test; (ii) student performance in the first year of studies; and (iii) student performance in the honors program selection test. This research identifies criteria most crucial in predicting student success in honors programs. An analysis was first conducted for all honors students. Results indicate that all three criteria used in the selection process are highly significant predictors of student success in the program. This same analysis was then applied separately for …

Embodied Risk-Taking: Embracing Discomfort Through Image Theatre, Leah White

Journal of the National Collegiate Honors Council Online Archive

Taking risks does not come easily to many honors students. Often their success is based on carefully following directions and working hard to meet established expectations. Although the Minnesota State University, Mankato Honors Program’s competency-based model encourages students to focus on personal growth rather than course completion, our students still struggle with the openended nature of reflection-based learning. This essay explains how incorporating Augusto Boal’s Image Theatre techniques in an honors seminar, Performance for Social Change, helped encourage students to become more comfortable with taking academic and ideological risks. Boal’s methods depend heavily on embodied experience as a companion to …

An Honors Student Walks Into A Classroom: Inviting The Whole Student Into Our Classes, Brian Davenport

Journal of the National Collegiate Honors Council Online Archive

This paper explores the risky proposition of encouraging students to question deeply held values and beliefs. After connecting honors pedagogy with transformative learning theory, the author encourages faculty who are willing to take this risk to consider involving the whole student and not simply their cognitive aspects. The author then explores whole student pedagogy and transformative learning, positing how these can be present in the honors classroom. Finally, the use of critical reflection as a tool that facilitates interaction with the whole student is discussed, with suggestions as to how it might most effectively be incorporated into the honors classroom.

Purpose, Meaning, And Exploring Vocation In Honors Education, Erin Vanlaningham, Robert J. Pampel, Jonathan D. Kotinek, Dustin J. Kemp, Aron Reppmann, Anna Stewart

Journal of the National Collegiate Honors Council Online Archive

This paper examines the importance of cultivating a sense of vocation in honors education. Through examples of coursework, program initiatives, and advising strategies, authors from across five institutions align the scholarship of vocation with best practices and principles in contemporary honors discourse, defining vocation in the context of higher education and describing how this concept works within honors curricula to enrich student experience and cultivate individual understandings of purpose. By focusing on critical reflection processes, Ignatian pedagogy, and theories of moral development and reasoning, the authors offer different models to advance the thesis that honors educators can and should address …

Risk That Lasts: Prioritizing Propositional Risk In Honors Education, Eric Lee Welch

Journal of the National Collegiate Honors Council Online Archive

The fear of missing the mark often shapes how honors students approach risk in the classroom and, consequently, how instructors build risk-taking exercises into their curriculums. This paper explores the concept of propositional risk in the context of honors pedagogy, wherein students are challenged to interrogate deeply held beliefs and tasked with exercises designed to call forth the full complexity of attendant issues surrounding any individual viewpoint. As distinct from strategic risk, which can be characterized as performative and externally motivated, propositional risk requires students to critically evaluate a spectrum of thought, value, and ideology in the context of singular, …

Volume Cxxxvii, Number 2, September 27, 2019, Lawrence University

The Lawrentian

No abstract provided.