Educational Administration and Supervision Commons^™

Honors Housing: Castle Or Prison?, Richard Badenhausen

National Collegiate Honors Council Monographs: Chapters

In its “Basic Characteristics” of fully developed honors programs and colleges—lists that have become increasingly prescriptive over the years—the National Collegiate Honors Council (NCHC) identifies “best practices that are common to successful” honors programs and colleges (2014a). One of those practices includes the establishing of separate honors residential opportunities for students, despite the fact that such dedicated space is a bad idea in many instances. In light of the old saying that “one man’s castle is another man’s prison,” I will lay out some of the reasons why honors housing is not a good in itself. I hope to complicate …

Pick Your Battles: It Is Possible To Have Belonging Without A Space To Belong To, Mariah Birgen

National Collegiate Honors Council Monographs: Chapters

When Wartburg College began its new honors program 10 years ago, its architects thought they had done everything right. They sent a team to the National Collegiate Honors Council National Conference. They studied the “Basic Characteristics of a Fully Developed Honors Program” (National Collegiate Honors Council, 2014). They even decided to start small. Unfortunately, even meticulous preparation cannot overcome all difficulties. One of the characteristics, however, is to have a location to house the honors program. Wartburg’s 10-year saga of honors locations and lessons learned about honors space has produced this wisdom: honors directors and supporters should never give up …

We The Students: Surveying Spaces And Envisioning The Future, Tatiana Cody, Rachael Poe

National Collegiate Honors Council Monographs: Chapters

To apprehend the panoply of spaces that house honors on a national scale requires input from administrators and faculty. Nevertheless, one of the most important and often overlooked perspectives is that of honors students themselves. Admittedly, students are transient. After four or five years, most complete their undergraduate degrees, leaving their campuses, clubs, and honors programs behind after graduation. Despite their relatively brief time on campus, however, no one has more firsthand experience concerning housing honors students than honors students themselves, and some current honors students will certainly become honors administrators and faculty in the future. In the fall of …

What We Talk About When We Talk About Housing Honors, Linda Frost

National Collegiate Honors Council Monographs: Chapters

When I went to college in the early 1980s at Bowling Green State University in Ohio, I entered as a freshman in the honors program. I have very specific memories of those first classes I took as an honors student—a section of honors sociology in which I wrote a case study of my German immigrant grandfather; an honors seminar in 1930s avant garde theatre in which the students wrote and performed plays based on the dreams they recorded nightly in their dream journals; an honors marine biology lab that ended at the professor’s house with a dinner where the group …

Building Honors Community Through Honors Housing, Barry Falk

National Collegiate Honors Council Monographs: Chapters

A strong sense of honors community is a fundamentally important characteristic of a vibrant honors program or college. In fact, I am fond of saying that “community, community, community” are the three most important characteristics of a strong honors program. The idea of community does not appear, however, in the National Collegiate Honors Council’s “Basic Characteristics of a Fully Developed Honors College” or the “Basic Characteristics of a Fully Developed Honors Program.” Perhaps that absence is because this characteristic, regardless of how it is expressed, would be difficult to verify.

Living In Hogwarts: The Experience Of A Dean Of Honors And His Wife While Living In An Honors Residence Hall, Keith Garbutt, Christine Garbutt

National Collegiate Honors Council Monographs: Chapters

On Friday, May 17, 2013, we watched the class of 2013 Honors Scholars at West Virginia University (WVU) enter the Honors Convocation to the sound of Non Nobis Domine. While certainly not our first Honors Scholars graduation since Keith had been running honors at WVU, it was nonetheless special. This cohort of graduates was the first freshman class to live in the specially built residence hall that houses the honors college administrative offices, each new freshman class of the honors college, and an apartment for faculty living in-residence.

The Genesis Of Barrett, The Honors College At Arizona State University, Mark Jacobs

National Collegiate Honors Council Monographs: Chapters

The honors college at Arizona State University (ASU) had its roots in the distributed honors programs in departments and schools that began in 1958 as ASU became a university by a statewide popular vote. It started as an honors college when it was created in 1988 by order of the Arizona Board of Regents (ABOR), the only honors college in the state established in this way. The founding dean of what was at first called the ASU University Honors College was Ted Humphrey, who had earlier directed the university honors program. Professor Humphrey had very specific ideas about what the …

The Colliding Cultures Of Honors And Housing, Melissa L. Johnson, Elizabeth Mcneil, Cory Lee, Kathy Keeter

National Collegiate Honors Council Monographs: Chapters

The University of Florida’s honors residential college was completed in 2002. It remains the newest and most expensive residence hall on campus to this day, housing more than 600 honors students, a faculty-in-residence, a classroom, and a multiroom study lounge. On paper, the residential college is a beautiful partnership between Florida’s University Honors Program and the Department of Housing and Residential Education. In practice, however, two distinct cultures have emerged between the two offices.

Honors Students’ Perceptions Of The Value And Importance Of Honors Housing, Angela D. Mead, Samantha Rieger, Leslie Sargent Jones

National Collegiate Honors Council Monographs: Chapters

In 2011, we participated in a panel presentation, entitled “Where Honors Lives,” about the new honors college complex then under construction at Appalachian State University (ASU). This complex was to consist of two new buildings: a ten-story residence hall for the honors college students and a three-story building with honors offices and classrooms on the top two floors. Unfortunately, between initial planning in the mid-2000s and building five years later, University Housing changed its mind and decided freshmen would not be allowed to live there because suite-style housing was deemed inappropriate for that population. Current honors students could live there, …

It’S All In The Family: The (Honors) Ties That Bind Us, Jamaica Afiya Pouncy

National Collegiate Honors Council Monographs: Chapters

For many years, the Texas A&M Honors Program functioned in an extremely fluid manner. Students were deemed “honors eligible” according to their grade point average; if that average dropped below the set requirement, they became “honors ineligible.” If the GPA rose, they were eligible again. Under this policy, students continuously floated in and out of the honors community. The recent shift to an application-based process has created an official cohort of honors students as well as the challenge of building a community in a program that has had little sense of continuity.

The Place To Be: Designing A City-Connected Honors Residence In Rotterdam, Remko Remijnse

National Collegiate Honors Council Monographs: Chapters

Traditionally, university students in the Netherlands, even honors students, find accommodations on their own; they will rent a room in a house and live together with other students who have independently rented a room in that same building. The typical Dutch student residence is an old, centrally located house that will accommodate five to eight students. While these students would be complete strangers when they begin their time living together, they quickly become a cohesive community, deciding for themselves how their life in the space will be organized by setting up cooking schedules and other agreed-upon formats for using the …

“In An Old Nave’S Grime”: The Spencer Honors House, Rusty Rushton

National Collegiate Honors Council Monographs: Chapters

The University Honors Program (UHP) at the University of Alabama at Birmingham (UAB), its 200 or so students, and its four full-time staff members (Director, Associate Director, Program Coordinator, and Program Manager), all have the good fortune to call home a beautiful old church on the south side of UAB and Birmingham. The Spencer Honors House is where the UHP holds its classes and conducts its business and where the program’s students convene for the myriad reasons honors students convene: committee meetings, late-night study sessions, general recreation especially of the pool and ping pong sort, hanging out, or spending private …

Where Honors Lives: Old Central At Oklahoma State University, Robert Spurrier, Jessica Roark

National Collegiate Honors Council Monographs: Chapters

The story of where honors lives at Oklahoma State University is one of a series of twists and turns over the years and in many ways actually reenacts the proverbial rags to riches story.

Until 1988, honors space at Oklahoma State University (OSU) was limited to the office of the faculty member who had the title of Honors Director in the College of Arts and Sciences (A&S) and received 0.25 FTE reassigned time for his honors duties. When one of the co-authors of this chapter was asked to become A&S Honors Director in 1988, he already had an administrative office …

Living-Learning Communities: As Natural As Cats And Dogs Living Together, John R. Purdie Ii

National Collegiate Honors Council Monographs: Chapters

Fully achieving all the potential benefits of a living-learning community requires effective collaboration between academic affairs and student affairs. Unfortunately, because of differences in organizational structures, priorities, cultural norms, and even the types of people drawn to work in academic affairs and student affairs, collaboration between faculty and staff is as unnatural as cats and dogs living together. Understanding these differences and recognizing the two subcultures that operate within most college housing departments can mitigate the challenges that honors faculty and staff can face when collaborating with staff in housing.

Winging It: Why Offering Honors Wings Works At Oral Roberts University, Ashley Sweeney, Hannah Covington, John Korstad

National Collegiate Honors Council Monographs: Chapters

Perhaps the first feature visitors notice about the campus of Oral Roberts University (ORU) is the drama and bravado of its futuristic architecture. With symbolic, gold-plated buildings and a Prayer Tower positioned at the campus’ center, ORU’s structural design certainly stands as a testament to the Jetsons-esque flavor of its 1960s and 1970s origin. ORU is a private Christian university located in Tulsa, Oklahoma. For many parents, one of the main draws of the school remains its strict policy against co-ed housing. Unlike some of its peer institutions, ORU only offers unisex dorms, which are divided into floors or wings. …

Lessons Learned From Nevada’S Honors Residential Scholars Community, Tamara Valentine

National Collegiate Honors Council Monographs: Chapters

For the past 30 years, intentionally structured living-learning communities (LLCs) have sprung up across residential college campuses in the United States. Recent research has suggested that LLC participation facilitates faculty and peer interaction (Blimling, 1993; Schoem, 2004), influences student learning and the development of critical-thinking skills (Terenzini, Springer, Pascarella, & Nora, 1995; Whitt, Edison, Pascarella, Nora, & Terenzini, 1999), improves retention (Campbell & Fuqua, 2008; Daffron & Holland, 2009), reflects a commitment to civic engagement, and promotes smooth academic and social transitions to college life (Inkelas, Daver, Vogt, & Leonard, 2007; Stassen 2003). In fall 2005, in response to growing …

About The Authors

National Collegiate Honors Council Monographs: Chapters

No abstract provided.

Housing Honors, Linda Frost, Lisa W. Kay, Rachael Poe

National Collegiate Honors Council Monographs: Chapters

Introduction: What We Talk About When We Talk About Housing Honors. . . ix Linda Frost

Part I: Housing Honors Today

CHAPTER 1: Where Honors Lives: Results from a Survey of the Structures and Spaces of U.S. Honors Programs and Colleges . . . 3 Linda Frost and Lisa W. Kay

Part II: Profiles of Spaces and Places in Honors

CHAPTER 2: The Commonwealth Honors College Residential Community at the University of Massachusetts Amherst . . . 47 Melissa Woglom and Meredith Lind

CHAPTER 3: Do Your Homework First, and Then Go Play! . . . 57 Larry Andrews

CHAPTER …

Ms225: 2015 Faculty Meeting Minutes, Thomas R. Cole

Thomas R. Cole, PhD Papers

Original Filename: Faculty Meeting Minutes 010715.docx. Format Details: fmt/412; Microsoft Word for Windows; 2007 onwards. See more at Thomas R. Cole, PhD Papers and its finding aid.

Ms225: Faculty Meeting Project Updates, Thomas R. Cole

Thomas R. Cole, PhD Papers

Original Filename: Faculty Minutes 041207.doc. Format Details: fmt/40; Microsoft Word Document; 97-2003. See more at Thomas R. Cole, PhD Papers and its finding aid.

Systems Alignment For Comprehensive Faculty Development In Liberal Arts Colleges, Vicki L. Baker, Laura G. Lunsford, Meghan J. Pifer

To Improve the Academy: A Journal of Educational Development

Using an alignment framework, the authors explore faculty development initiatives in liberal arts colleges in order to understand the connection between organizational priorities and processes as connected to faculty members’ stated needs. The study draws on mixed methods data from The Initiative for Faculty Development in Liberal Arts Colleges (IFDLAC), including survey andinterview data from the 13 member institutions of the Great Lakes Colleges Association (GLCA).The authors offer future implications for faculty development practice.

Creating A Supportive Teaching Culture In The Research University Context: Strategic Partnering And Interdisciplinary Collaboration Between A Teaching Centerand Academic Units, Marie Kendall Brown, Patricia A. S. Ralston, Kathy B. Baumgartner, Melissa A. Schreck

To Improve the Academy: A Journal of Educational Development

This paper describes 2 “strategic partnering” and “interdisciplinary collaboration” case studies between a Center for Teaching and Learning (CTL) and an academic unit at a mid-sized metropolitan research university in the American Midwest. These faculty development partnerships were developed to meet the unique needs of faculty members who share a discipline area, present current information on specific teaching topics in order to deepen pedagogical knowledge and skills, provide opportunities for faculty to form a collegial group, and advance unit-specific goals relative to faculty development. The work is grounded in literature about the characteristics of a supportive teaching culture, characteristics of …

A View From The Margins: Situating Ctl Staff In Organizational Development, Emily O. Gravett, Lindsay Bernhagen

To Improve the Academy: A Journal of Educational Development

The authors explore assumptions that underlie work on organizational development in their field, which reveal hierarchical and homogenizing tendencies, despite commitments to inclusivity. Given that the aim of recent literature, such as Schroeder and Associates’ Coming in from the Margins, is to situate educational developers in relation to organizational development, and given the field’s values, then both staff and directors must be considered. The authors examine how the margins can be valuable sites of knowledge production, highlighting the ways staff might contribute to organizational development. The authors hope that readers will gain several ideas for how to incorporate staff into …

A Worthy Asset: The Adjunct Faculty And The Influences On Their Job Satisfaction, Telvis Rich

To Improve the Academy: A Journal of Educational Development

The author explored the intrinsic factors that foster job satisfaction of adjunct faculty members working in the southeastern United States. The literature concerning adjunct work experiences is limited, although adjuncts comprise the great majority of the faculty pool in many community and technical colleges. Twenty-seven adjuncts’ work experiences were examined to identify the key intrinsic workplace factors that impact their job satisfaction. Data were collected concerning the adjuncts’ work environment; professional relationships with administrators, students, and fellow adjuncts; and the overall perceptions on job satisfaction. The findings, implications of the study, limitations of the study, and recommendations for improved adjunct …

Unpacking And Communicating The Multidimensional Mission Of Educational Development: A Mission Matrix Tool For Centers Of Teaching And Learning, Connie Schroeder

To Improve the Academy: A Journal of Educational Development

In recent decades, the work of educational developers in Centers of Teaching and Learning (CTLs) is complex and diverse. The wide range of services and programs makes it difficult understand the mission and purpose of CTLs and communicate this effectively. The Center Mission Matrix Tool enables analysis and articulation of all facets of the Center’s mission. Juxtaposing the Center mission with three levels of impact—individual, departmental, and institutional—the Matrix adapts to each Center construct and provides a visual snapshot to multiple audiences, including the field of educational development, institutional stakeholders, and to the Center staff for internal purposes.

Implementing A University Wide Change Initiative, Ronald A. Styron Jr.

To Improve the Academy: A Journal of Educational Development

This paper provides an account of the pilot and first year of a university improvement initiative, developed in response to a reaffirmation mandate from the Southern Association of Colleges and Schools Commission on Colleges. The initiative focused on increasing student retention and enhancing learning through the campus-wide use of team-based learning (TBL) (Michaelsen, Knight, & Fink, 2004). The strategy used in implementing the initiative was based on a conceptual framework created from the integration of E. M. Rogers’ Diffusion of Innovation theory (2003), J. P. Kotter’s Leading Change strategies (1996), and T. Littman’s Planning Principles and Practices (2013). To date, …

Overcoming Pedagogical Solitude: The Transformative Power Of Discipline Specific Faculty Learning Communities, Mariela Tovar, Rosalie Jukier, Jennie Ferris, Kristen Cardoso

To Improve the Academy: A Journal of Educational Development

This article describes a multiyear Faculty Learning Community (FLC) program as a strategy to overcome pedagogical solitude (Shulman, 1993) in a discipline specific context. Participant interviews shed light on their FLC experiences and perceived impact on their teaching and students’ learning. Grounded within the particularities of the disciplinary context and based on the results of interviews reflecting a highly positive experience, key factors that had a major role in the success of the FLCs are articulated, framed within V. Lee, M. Hyman, and G. Luginbuhl’s (2007) concept of readiness. The authors also suggest contextual questions to consider when transferring their …

Developmental Stages Of New Graduate Student Instructional Consultants: Implications For Professional Growth, Mary C. Wright, Laura N. Schram, Kristen S. Gorman

To Improve the Academy: A Journal of Educational Development

Effective consulting is a key skill for educational developers. Although most educational developers are new to the field, there is limited research about how new practitioners develop consulting skills. The key research question this study explores is: How do new graduate teaching consultants develop as practitioners? This study empirically applies several “classic” models of consulting to better understand new consultants’ perceived development of expertise, preferred consulting approaches, and reflection about them. The findings are generally confirmatory of the ways that classic frameworks map onto the development of consultants. They also suggest greater attention to supporting new consultants beyond “getting started,” …

A Grounded Theory Of Women's Leadership Experiences In Higher Education: Navigating From The Director Level, Laura Ann Maki

All Graduate Theses, Dissertations, and Other Capstone Projects

In higher education leadership, the proportion of women in senior-level positions has grown very modestly. This stagnation is present in representation in leadership as well as in wage equality. Although institutions and organizations have policies and practices aimed at improving diversity and equity, ongoing underrepresentation indicates that barriers, lack of interest, or other unidentified factors influence women's opportunities for achieving senior-level leadership positions. To help address the ongoing underrepresentation of women in senior-level leadership in higher education, I have focused this dissertation on women's experiences in mid-level leadership positions. In this study, I use grounded theory to examine women's leadership …

An Action Plan For Implementing Responsible Management Education In Business Schools In The Uk And Ireland, Maeve O'Connell, Lorraine Sweeney

Other resources

Recent corporate scandals have resulted in criticism of business schools for graduating students who put too much emphasis on shareholder value and profit maximisation but neglect the broader social and environmental context in which businesses operate. The Principles for Responsible Management (PRME) are a set of voluntary standards developed in 2007 under the coordination of the UN Global Compact, to address weaknesses in ethical education. This paper reviews the context of the PRME principles and UK and Irish school signatories’ approaches to implementation through a review of their reports to PRME to outline the range of options available to a …