Curriculum and Instruction Commons^™

Social Media For Honors Colleges: Swipe Right Or Left?, Corinne R. Green

Journal of the National Collegiate Honors Council Online Archive

In the face of new technologies, honors faculty and staff should begin understanding the way their students interact with these technologies to apply them appropriately within the honors experience. Social media is a prominent and controversial technology that requires more research on how honors students and students with gifts and talents embrace or reject the trending innovations. Honors pedagogues express some controversy over whether the presence of online technology enhances or decreases the sense of community within their college (Alger; English; Johnson, “Meeting”; Salas), but this issue is moot if honors professionals do not seek understanding about how honors students …

Ways We Can Do Better: Bridging The Gap Between Gifted Education And Honors Colleges, Angie L. Miller

Journal of the National Collegiate Honors Council Online Archive

Over the past decade of my academic career, I have increasingly noticed the gap between K–12 gifted education and honors college education as my research has forced me to straddle the two areas. My doctoral education at Ball State University included a specialization in gifted studies, which was a natural fit with my own interests in creative cognitive processes. During this time, I worked with a team that amassed a large data set from the honors college students, with twelve different measures ranging from topics of temperament to perfectionism to social dominance orientation. These measures addressed mostly psychosocial and emotional …

If Not Us, Who? If Not Now, When?, Betsy Greenleaf Yarrison

Journal of the National Collegiate Honors Council Online Archive

Last year’s surprise hit of the television season was The Good Doctor, in which Freddie Highmore plays a gifted surgical resident who is also a high-functioning autistic. Critics speculate that it succeeded because audiences are hungry for good-outcome fantasy, or “warm bath” television. Fantasy is right. As much as we love watching Shaun Murphy show up not only all the other residents but all the attending physicians, we wouldn’t want to work with him in real life. Gifted students who can move through the K–12 curriculum so quickly that they can earn college-ready SAT scores at 11 or 12 are …

Editor’S Introduction, Ada Long

Journal of the National Collegiate Honors Council Online Archive

Honors educators are used to organizing and teaching interdisciplinary courses and so are familiar with the paradox that faculty in different academic departments are typically unaware of what goes on in disciplines other than their own despite quickly recognizing that they have mutual interests, methodologies, and challenges. They inevitably learn about and from the work of colleagues in different fields, discovering opportunities to strengthen their scholarly and pedagogical work. They typically want and ask to teach other interdisciplinary courses and wonder why they haven’t thought to do so before. The same paradox exists in the scholarship on gifted and honors …

Journal Of The National Collegiate Honors Council 19.2 (Fall/Winter 2018) [Editorial Matter]

Journal of the National Collegiate Honors Council Online Archive

indexing statement

production editors

editorial board

contents

Call for Papers .

Editorial Policy, Deadlines, and Submission Guidelines

About the Authors

Front and back covers

Opening Doors: Facilitating Transfer Students’ Participation In Honors, Patrick Bahls

Journal of the National Collegiate Honors Council Online Archive

Those of us who reflect on our work as honors educators and administrators are more certain than ever that honors programs and colleges are critical sites for development of equity, diversity, and inclusion in higher education. Numerous roundtable discussions and research presentations at recent regional and national honors conferences signal this awareness as do equally numerous honors-related publications, including two monographs released through the National Collegiate Honors Council; Setting the Table for Diversity, edited by Coleman and Kotinek, and Occupy Honors Education, edited by Coleman, Kotinek, & Oda. Lisa Coleman opens the former volume with a series of questions that …

Gifted Students, Honors Students, And An Honors Education, Jaclyn M. Chancey, Jennifer Lease Butts

Journal of the National Collegiate Honors Council Online Archive

The seeming lack of connection between honors and gifted education has puzzled us for some time. Both of us incorporated gifted education and higher education into our doctoral studies, and both of our dissertations used gifted education theories as lenses into the honors student experience. Our lives as researchers and higher education administrators have been spent in the shared space between gifted students and honors programs. We know that this combination strengthens our work with the University of Connecticut Honors Program, and we are excited at the possibility of greater collaboration between the two fields. In this essay, we will …

Dedication -- Lisa Lynn Coleman

Journal of the National Collegiate Honors Council Online Archive

Honors director, diversity advocate, book editor, journal reviewer, Virginia Woolf scholar, yoga and Pilates instructor—Lisa Coleman is a modern-day Renaissance woman. Recently retired as English Professor and Honors Director at Southeastern Oklahoma State University, Lisa has been a moving force in the National Collegiate Honors Council for two decades. Most NCHC members know her as the instigator and implementer of the Diversity Forums at the annual conferences for the past fifteen years or so. An active member and often chair of the Diversity Committee during that time, she has also been contributing co-editor to two monographs on diversity in honors …

Honors Is A Good Fit For Gifted Students— Or Maybe Not, Annmarie Guzy

Journal of the National Collegiate Honors Council Online Archive

In the field of composition studies, a core pedagogical objective is to familiarize students with types of argumentation strategies, such as causation, evaluation, narration, rebuttal, and definition. Introducing definition arguments in their textbook Good Reasons: Researching and Writing Effective Arguments, Lester Faigley and Jack Selzer state that “[d]efinition arguments set out criteria and then argue whatever is being defined meets or does not meet those criteria. Rarely do you get far into an argument without having to define something” (97). They identify three categories of definition—formal, operational, and by example—and then apply these to sample documents. For my honors composition …

Are You Gifted-Friendly? Understanding How Honors Contexts (Can) Serve Gifted Young Adults, Jonathan D. Kotinek

Journal of the National Collegiate Honors Council Online Archive

I was tangentially aware of gifted education while I was in elementary and middle school, but my first real awareness of the concept came through my work in the University Honors Program at Texas A&M. In truth, I was not yet working for the University Honors Program; I was a graduate assistant for then-Associate Director, Finnie Coleman, who tasked me with helping host a group of Davidson Young Scholars visiting campus for a lecture from Stephen Hawking to mark the opening of the Mitchell Institute for Fundamental Physics and Astronomy in 2003. I was hired into a full-time role in …

Not So Gifted: Academic Identity For Black Women In Honors, A. Musu Davis

Journal of the National Collegiate Honors Council Online Archive

Honors students are often regarded as the best and brightest at their universities, but the standard definitions of high achievement are not always useful for identifying talented undergraduate Black women. In a qualitative study of Black women in honors inside and outside the classroom at two urban predominantly white universities (PWIs), data derived from the students’ experiences provide insights about the standard labels of high achievement in higher education. The voices of these women expand the discourse on student academic identity. Picture one of these honors students: Anissa wipes her finger through the word “gifted,” which is written on the …

Journal Of The National Collegiate Honors Council 19.2 (Fall/Winter 2018)

Journal of the National Collegiate Honors Council Online Archive

Forum Essays on “Gifted Education and Honors”

Gifted Education to Honors Education: A Curious History, a Vibrant Future — Nicholas Colangelo

Honors Is a Good Fit for Gifted Students—Or Maybe Not — Annmarie Guzy

Are You Gifted-Friendly? Understanding How Honors Contexts (Can) Serve Gifted Young Adults — Jonathan D. Kotinek

If Not Us, Who? If Not Now, When? — Betsy Greenleaf Yarrison

Gifted Students, Honors Students, and an Honors Education . Jaclyn M. Chancey and Jennifer Lease Butts

Ways We Can Do Better: Bridging the Gap Between Gifted Education and Honors Colleges . Angie L. Miller

Not So Gifted: Academic …

The Value Of Honors: A Study Of Alumni Perspectives On Skills Gained Through Honors Education, Christopher M. Kotschevar, Surachat Ngorsuraches, Rebecca C. Bott-Knutson

Journal of the National Collegiate Honors Council Online Archive

Honors education is often marketed as a means to offer enhanced value to a collegiate education. This value has the capacity to bolster a student’s academic experience, to add to his or her comprehensive skill set, to enhance a resumé, and to improve professional development. Ernest Pascarella argued that theoretical value without data is often used to justify collegiate programs such as honors and criticized those practices for lacking research and data to validate the claim of enhanced value. The current research was designed to obtain validation by eliciting the perspectives of alumni from South Dakota State University’s (SDSU’s) Honors …

High Stakes: Creating Summative Assessments That Align To Student Learning Outcomes, Wendi Flynn, Aaron Haberman

Teaching, Learning & Assessment Webinars

Do your exams, research papers, or other major assignments fully assess desired course-level student learning outcomes? Would you like to put your students in a better position to both develop key skills and demonstrate what they’ve learned through your course? Through this workshop, we will explore different summative assessment methods, and you will develop or refine a high stakes summative assessment that directly aligns with one or more of your course-level student learning outcomes. Please come with a course in mind, particular outcome(s) that you plan to assess, or a current summative assessment that you would like to revise.

Practical Strategies For Creating Inclusive & Equitable Classrooms, Rashida Banerjee, Lyda Mccartin

Teaching, Learning & Assessment Webinars

Creating a learning environment that supports all students can be challenging as there are numerous ways inclusion and exclusion manifest in the classroom; for example, student-student interactions, faculty-student interactions, course content, course policies, and assessment. While inclusive teaching gets a lot of attention on campus, these topics rarely get discussed in a manner that provides practical strategies for instructors to address course participants’ individual and cultural backgrounds and experiences. This panel brings together Dr. Raquel Wright-Mair, Dr. Rashida Banerjee, and Fleurette King, educators guided by the principles of inclusive teaching, to share their practice. Panelists will share how they create …

How Learning Happens And What It Means For Effective Teaching, Molly Jameson

Teaching, Learning & Assessment Webinars

This workshop will provide a brief overview of prominent learning theories and their relation to effective teaching. Activities and discussion will center on realistic ways to implement learning theory in your classrooms. Please bring course material you would like to better align with learning theory.

Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 45, Fall 2018), Center For Gifted Studies, Tracy Inman

Gifted Studies Publications

No abstract provided.

Aged 539 Graduate Internship Report, Derek L. Silva

Agricultural Education: Graduate Internship Reports

The Galt High School Agriculture Department is committed and dedicated to promoting and developing personal growth, career technical skills and rigorous/ relevant instruction for all students. Offering several pathways in the Agri-Science, Ornamental Horticulture and Ag Mechanics personalized to student’s career and technical skills interest areas through engaging hands on laboratories and industry insight and certification.

In order to accomplish the skills and abilities listed above, the Galt High School Agriculture Department currently overs the following courses for the 2017-2018 school year: Introduction to Agriculture Mechanics 1, Agriculture Mechanics 2, Agriculture Power Mechanics 1, Advanced Agriculture Mechanics, Agricultural Construction BITA …

Learning To Look, Looking To Learn, Karen Rothschild, Marvin Cohen, Babette Babette Moeller, Barbara Dubitsky, Nesta Marshall, Matt Mcleod

All Faculty and Staff Papers and Presentations

In order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students’ academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their knowledge and ways of learning. We highlight three strategies we use to help teachers refine their understanding of individual students:

(a) building teachers’ skills in observing without making judgements; (b) teaching teachers to use a shared, neurodevelopmental framework through which to view …

Culturally Responsive Literacy Instruction In The Urban Pre-Kindergarten Classroom, Jacqueline E. Kennedy

Theses and Dissertations

This action research study describes the influence of culturally relevant literacy instruction on an urban preschool classroom and its effect on an educator-researcher. This research study was grounded in a theoretical framework that involved culturally responsive teaching pedagogy (Ladson-Billings, 1995), reality pedagogy (Emdin, 2012), and early literacy instruction (Algozzine, O’Shea, & Obiakor, 2009). The study was assembled as a case study bounded by one classroom in a federally funded daycare in a southern coastal city. It sought to answer the question: What are the important factors to consider when designing a culturally responsive reading curriculum for pre-kindergarten urban youth? The …

04. Dear Data And Sources, Illinois Mathematics And Science Academy

IMPACT

Agenda

1. Dear Data/Interviewing
   1. Viewing (10)
   2. Discussion (5)
2. Dear Data practice Interviews (10)
3. Project Groups (20)
   1. Interview Fair Reflection → Finalize topic (10)
   2. Begin specific background research (10)
4. Spotting Spin (Media Bias) (15-20 minutes)
5. What Would Willie Say (Credible Websites) (20-30 minutes)

07. Beginner Skills, Illinois Mathematics And Science Academy

IMPACT

In this module, students will explore the use of FOIA as a means of collecting data, and they will begin learning basic data skills including sorting and filtering as a means of cleaning their data.

10. Stories!!!, Illinois Mathematics And Science Academy

IMPACT

In this module, students will learn the importance of story writing when writing data articles. They will also learn how to use data truthfully, and to its fullest. With this, they will then be able to display their data more effectively, making them good journalists. However, there are lots of bad journalists out there. These journalists skew data and manipulate it in a way that is more beneficial to their standpoint. It is important that student are able to not only identify and avoid these articles, but also don't make skewed visualizations themselves.

05. Data(Sets), Illinois Mathematics And Science Academy

IMPACT

Agenda

1. Empathy and Ethics of Journalism (15-20 minutes)
2. Misleading Statistics (20 minutes)
3. Dataset Types (10 min)
4. Finding Data! (15-20 minutes)
5. Identifying Important Variables (15-20 minutes)

06. Mid, Illinois Mathematics And Science Academy

EnACT

For the first time, MID will be done on a smaller, classroom-to-classroom scale. It aims to serve as a checkpoint for student progress on their policies and give a place to provide feedback.

03. Legitimation And Implementation, Illinois Mathematics And Science Academy

EnACT

In module 4, students will begin to explore some of the political aspects of public policy, that is, legitimation and implementation. Thus far, they should have developed an adequate array of facts, statistics, and demographics from many perspectives for their issue; now they begin the task of making their policy into something that really works. This module will also introduce students to the ethics of political lobbying.

12. Post-Slx, Illinois Mathematics And Science Academy

EnACT

In this module, students will research about different philosophers and their beliefs. They will understand how their beliefs differ and how they can apply them to real world situations. Along with the political philosophers, the students will learn about up-to-date current affairs, and try to make connections with previous lessons taught throughout the entirety of LEAD, CORE and EnACT. Since this is a closing module, heavy emphasis will be added on skills and topics that were utilized during SLX. The lesson will be updated soon before the date of the module for the most relevant and recent connections to current …

09. Talking, Illinois Mathematics And Science Academy

EnACT

Quality public speaking is a skill needed by most yet possessed by few. It is a skill needed at least once by every individual in their lifetime, and being able to speak well and with purpose helps draw the line between giving a speech and ensuing motivation in an audience to follow your purpose. Students will learn the different aspects of a good speaker and how these skills can benefit not only their presentation abilities, but their personal confidence and career assets as well. This module will also help students prepare meaningful and significant presentations for SLX.

02. Target Audience And Pain Point, Illinois Mathematics And Science Academy

SocEnt

This module will introduce students to the first key part of design thinking: understanding the problem. Understanding the problem encompasses having a clearly defined target audience and a well-researched pain point. They’ll find out how to dig deep into a problem to find the causes and issues surrounding it, rather than just settling with problems at face-value. They will also be able to apply those concepts on a local level and develop the beginnings of an SEV by working with these ideas.

04. Evaluative Criteria And Policy, Illinois Mathematics And Science Academy

EnACT

As a result of many obstacles in the political sphere, it can often be difficult to pass policies. A multitude of reasons such as morals, values, beliefs, economics, and more can inhibit a policy from appealing to enough politicians to make it all the way through the process of becoming a law. Because of this, policy alternatives should be created. These are different approaches to solve the problem that was being addressed with the initial policy. Module 4 will also give students a perspective on the issues they are attempting to resolve with their policies by introducing them to evaluative …