Educational Administration and Supervision Commons^™

Honoring Careers: Developing Professional Aspirations In Honors Programs, L. Benjamin Boyar

Honors in Practice Online Archive

This essay builds on previous arguments in honors for greater representation of preprofessional disciplines. Drawing from a focused honors accounting initiative, author explores how video interviews with alumni—created through an iterative process of outreach and collaboration—can effectively bridge intellectual inquiry and career preparation. Alumni narratives help students critically examine professional trajectories, connect current coursework with broader academic and societal contexts, and produce tangible outcomes, such as conference presentations and journal publications. By showcasing these diverse career trajectories, this approach reassures students in both preprofessional and traditional disciplines, demonstrating the relevance of their academic pursuits while ensuring honors education remains intellectually …

Microcredentials For Honors Healthcare Students: Translating Academic Achievement To The Resume, Tina C. Melamed, Belinda Deal, Steve Myers

Honors in Practice Online Archive

In healthcare disciplines, honors students need opportunities to develop research skills in line with current trends and advanced degree requirements. The authors present a pilot program offering a series of online, self-paced microcredentials to enhance scholarly and clinical research competencies. Instructional modules in three areas (introduction, research tools, applied scholarly communication) include activities and assessments for demonstrating competency. Each student works with a faculty member to develop a specific topic and apply elements of scholarly communication and documentation such as research methodology, APA style, data analysis, implications for clinical practice, and directions for future research. Successful completion of microcredentialing culminates …

Assessment As An Act Of Service: Connecting Data And Experiential Learning, Hannah Sairam, Amber Fallucca

Honors in Practice Online Archive

Utilizing the experience of teaching and learning in a graduate-level assessment course, authors present a service learning course for undergraduate honors students. Using campus and community as touchstones, students are tasked with developing, implementing, and analyzing an assessment measure based on specific needs to engage in the entire life cycle of assessment. The authors identify non-profits as a unifying client population because they emphasize the community element of service learning and accommodate a variety of student backgrounds and interests. Classroom work is oriented around discussion and collaboration. Identification of outcomes, data collection and analysis, and dissemination of results are presented …

Thinking Beyond Ourselves: Using Interdisciplinary Exploration And Speculative Scenarios To Understand The Human Experience, Shannon Kundey

Honors in Practice Online Archive

This essay presents an interdisciplinary seminar in honors that challenges students to move beyond the limitations of human experience and examine cognition and behavior across species, environments, and hypothetical extraterrestrial minds. A Choose Your Own Adventure structure encourages reflection on cognitive biases, thereby fostering a nuanced understanding of intelligence, perspective, and sociality. Author observes that students benefit from frameworks that disrupt human-centered biases and suggests that engaging students in speculative scenarios prompts confronting and questioning assumptions about intelligence, ethics, and social dynamics.

Honors In Practice, Volume 21, 2025: About The Authors, National Collegiate Honors Council

Honors in Practice Online Archive

About the authors, Honors in Practice, volume 21 (2025).

Where Honors Education And Faculty Development Meet, John Zubizarreta, Victoria M. Bryan

National Collegiate Honors Council Monographs

Development is a contradictory terrain, as seen in the persistence of multiple and conflicting goals, uneven and unequal outcomes, and varied definitions and approaches to teaching and learning in higher education. How might universities support faculty development as a process rather than as isolated educational events? This collection highlights inherent complexities and challenges in sustained professional development and presents new ways of supporting faculty and designing curricula to encourage learning-centered teaching, experiential learning, collaborative undergraduate research, progressive forms of assessment, and other dynamic, inspiring forms of instruction. Engaging in interdisciplinary thinking ranging from Education and Education Policy, Biochemistry, Philosophy, Environmental …

Honoring The First-Year Seminar: Exploring High-Impact Learning Experiences For The First Year In Honors, Anton Vander Zee, Trisha H. Folds-Bennett

National Collegiate Honors Council Monographs

Acknowledgments

Introduction: Strategies and Structures for the Honors First-Year Seminar, Anton Vander Zee

Westminster University: Program Profile, Richard Badenhausen

Keeping Company: Genuine Conversation as a First-Year Honors Seminar Pedagogy, Richard Badenhausen

Oregon Institute of Technology: Program Profile, Christopher J. Syrnyk Bringing the Idea of Ideas to Life, Christopher J. Syrnyk

College of Charleston: Program Profile, Trisha H. Folds-Bennett, Jesslyn Collins-Frohlich, and Robert Maynor

Disrupting Privilege: Community Engagement in the First Year, Trisha H. Folds-Bennett, Jesslyn Collins-Frohlich, and Robert Maynor

Virginia Commonwealth University: Program Profile, Christy Tyndall and Jacqueline Smith-Mason

Flourishing in the First Year and Beyond: Promoting Personal Wellbeing and …

Transforming Partnerships: Developing A Model For Experiential Learning In Honors, Grace Troupe, Tamy Burnett

National Collegiate Honors Council Monographs: Chapters

Although the collaboration between the University Honors Program (UHP) at the University of Nebraska-Lincoln (UNL) and UNL's Center for Transformative Teaching involves several elements, this essay focuses on one element with significant impact: the development of curricular components and co-curricular programming facilitating students’ engagement with experiential learning. Experience-based education is learning that occurs through direct, hands-on experiences such as internships, research, education abroad, and teaching practicums. When UNL moved toward requiring experiential learning for all undergraduate students, the partnership between UHP and CTT was transformational in facilitating UHP’s building on its existing framework for experiential learning and thus serving as …

Exploding The Silos: How Honors And Cetl Collaboration Can Transform Faculty Development, Christine Larson, Evren Celik-Wiltse, Kevin Sackreiter, Rebecca C. Bott-Knutson

National Collegiate Honors Council Monographs: Chapters

The Center for the Enhancement of Teaching and Learning (CETL) at South Dakota State University (SDSU) developed the Faculty Fellows program in the fall of 2018 to provide faculty in each academic college with a peer mentor who would offer tailored professional development opportunities.

Professional Development Through Teaching In Honors: An Elon University Workshop, Mike Carignan, Lynn R. Huber, Deandra Little, Tom Mould

National Collegiate Honors Council Monographs: Chapters

Describes the Teaching in Honors Workshop, an annual, multiday event held at Elon University.

Incorporating Faculty Development Workshops At James Madison University, Fawn-Amber Montoya, Felix Wang

National Collegiate Honors Council Monographs: Chapters

Since there are no permanent faculty positions, the honors college at James Madison University has created an environment where faculty teaching honors courses can come together to share their vision of an honors education and the strategies and practices to manifest these ideals in their respective classrooms. Accordingly, the honors college began hosting annual faculty workshops in May 2021 to create a community of faculty members. During the past three years, these workshops have created opportunities for faculty to interact with each other to discuss what an honors education is, how to create safe spaces for students, and how to …

Initial Growth Of Inclusive Knowledge And Leadership Practices By Science Education Teacher-Leaders, Elizabeth B. Lewis, Elizabeth Hasseler, Rachel Benzoni, Gina S. Matkin, Wendy Smith, Daniel R. Claes, David M. Harwood, L. J. Mcelravy, Dawn Jaramillo

Department of Teaching, Learning, and Teacher Education: Presentations

Slies of a presentation given at the 2025 Annual International National Association for Research in Science Teaching (NARST) Conference on the initial results from an iterative program design for educating science education leaders.

Nebraska Transcript (University Of Nebraska College Of Law), Fall 2024

Nebraska Transcript

Dean’s Message

Alumni Master Jonathan Hatami, ’02, gives a voice to children in court

Ledford, ’25, leads OUTLaw with compassion in mind

Four Nebraska Law students attend Ms. JD Leadership Academy Intensive

Brummond named recipient of Limitless Leadership Award

Black Law Student Association champions representation in the legal profession

Professor Brandon Johnson: examining electoral jurisprudence

Suggs, ’79, reflects on Lennon case after nearly 45 years

Nebraska Law introduces new peer-reviewed law journal

Generations of Law graduates recognized with Nebraska Alumni Association Family Tree Award

Nebraska Law Review hosts symposium on democracy and trust

Cole leads establishment of Nebraska Innocence Clinic …

Dedication: Keith Garbutt, Linda Frost

Journal of the National Collegiate Honors Council Online Archive

Special issue on forum on student mental health, dedication to Keith Garbutt, Dean of the Honors College at West Virginia University.

Guest Editor's Introduction, Linda Frost

Journal of the National Collegiate Honors Council Online Archive

Guest editor's introduction to volume 25, issue 2 of the Journal of the National Collegiate Honors Council (Fall/Winter 2024), special issue: Forum on student mental health.

About The Nchc Monograph Series

Journal of the National Collegiate Honors Council Online Archive

About the National Collegiate Honors Council monograph series.

About The Authors [Jnchc 2024, 25(2)]

Journal of the National Collegiate Honors Council Online Archive

About the authors of volume 25, issue 2 of the Journal of the National Collegiate Honors Council (Fall/Winter 2024); special issue: Forum on student mental health.

Front And Backmatter [Jnchc 2024 25(2)]

Journal of the National Collegiate Honors Council Online Archive

Front and back matter for volume 25, issue 2 of the Journal of the National Collegiate Honors Council (Fall/Winter 2024); special issue: Forum on student mental health.

Note From The Incoming Editor, Amy Mecklenburg-Faenger

Journal of the National Collegiate Honors Council Online Archive

Note from the incoming editor in journal 25, issue 25 of the Journal of the National Collegiate Honors Council (Fall/Winter 2024); special issue: Forum on student mental health.

Journal Of The National Collegiate Honors Council (Fall/Winter 2024) 25(2): Whole Issue

Journal of the National Collegiate Honors Council Online Archive

Contents

Editorial Policy, Deadlines, and Submission Guidelines

Dedication to Keith Garbutt, Linda Frost

Guest Editor’s Introduction, Linda Frost

Note From the Incoming Editor, Amy Mecklenburg-Faenger

FORUM ESSAYS ON “STUDENT MENTAL HEALTH”

Face-to-Face: A Sociologist Looks at College Students’ Mental Health, Maureen Kelleher

Out of the Cave: Technology and the Importance of Community to Learning and Mental Health, Richard England

Fostering Relationships with Faculty, Peers, and Parents to Support Undergraduate Honors Students’ Mental Health, Allison A. Buskirk-Cohen and Alicia N. Shenko

Honors Is More Than a Grade: Removing the Experiential Ceiling in Honors, Justin L. Rheubert, Marisa Prisco, Paige A. …

Out Of The Cave: Technology And The Importance Of Community To Learning And Mental Health, Richard England

Journal of the National Collegiate Honors Council Online Archive

This essay draws upon Plato’s “Allegory of the Cave” to examine student use of personal electronic devices and emphasize the value and power of conversation in learning communities. Observing the isolation that often characterizes the five minutes prior to class time, the author considers the psychosocial challenges to building classroom community in a technological age. Literature review provides ample testimony on how emergent technologies contribute to social fragmentation, emotional instability, and pedagogical hurdles. Noting current smartphone bans in K–12 education, the author acknowledges similar challenges to tertiary education, suggesting that individualized “caves” of ubiquitous personal (and highly personalized) technology are …

Fostering Relationships With Faculty, Peers, And Parents To Support Undergraduate Honors Students’ Mental Health, Allison Buskirk-Cohen, Alicia N. Shenko

Journal of the National Collegiate Honors Council Online Archive

Honors students are typically high-achieving, academically motivated individuals. Confronting the stressors of emerging adulthood makes them particularly vulnerable to heightened levels of anxiety, depression, and stress surrounding their performance and support networks. This essay blends developmental theories and research with personal reflection to underscore the importance of nurturing relationships among students and faculty, peers, and parents for promoting student well-being. Authors advocate honors programs and practitioners facilitate positive social interaction, appropriate parental involvement, and personal development. Strategies, such as smaller class size, non-traditional assessment, extracurricular engagement, and familial support, can help create caring communities within honors. Authors suggest that prioritizing …

Honors Is More Than A Grade: Removing The Experiential Ceiling In Honors, Justin L. Rheubert, Marisa Prisco, Paige A. Grum, Abby L. Kalkstein

Journal of the National Collegiate Honors Council Online Archive

The stress created by academic pressure may prevent honors students from exploring curricula beyond that required by their majors. Challenged with additional workload and extracurricular requirements, students in honors often confront added stress caused by a desire to perform favorably in all academic pursuits. This pressure may result in hesitancy to explore new ideas, nurture curiosity, or break free from the rigors of a defined program of study—the opposite of what honors pedagogy and practice purport. This essay presents the process of converting a weighted grading system to pass/fail in an effort to provide students with opportunities for academic exploration …

You Are Not Alone: An Innovative, Collaborative Approach To Student Wellness And Mental Health In Honors, Sheryl Ford, Joshua Stockley

Journal of the National Collegiate Honors Council Online Archive

This essay presents an innovative, proactive solution to the growing mental health needs of honors students. Authors discuss the ways in which one program at a large public university revised curriculum, created programming, and formed strategic partnership with the university’s Marriage and Family Therapy Program to understand and address student mental health in honors. Acknowledging a growing national trend of depression, anxiety, and suicide among college students, authors posit that dynamic outreach and dialogue with students about their struggles with assignments, activities, and academic expectations can create effective strategies for nurturing student development and well-being.

Charting A Course For Belonging: Creating An Honors Mindfulness Learning Community, Kristy Spear, Gayathry Prabhakaran

Journal of the National Collegiate Honors Council Online Archive

In today’s post-pandemic world, a sense of belonging within and in the larger relational world is something that many people struggle with, particularly those individuals leaving home to enter college. Socially engaged mindfulness can connect individuals with their breath, thoughts, emotions, and one another to promote and support well-being. This essay presents a programmatic overview of a Mindfulness Learning Community (MLC) in honors. Created for incoming first-year students (N = 31) to aid in their transition to college life, the multi-semester academic, social, and experiential-based learning community aims to teach honors students the psychological and physiological value of mindful practice, …

Mental Health Among Honors College Students: Evidence From College Entry Essays, Mohini Gobin, Jaclyn Kopel, Eric Osborne-Christenson, Anna Shostya

Journal of the National Collegiate Honors Council Online Archive

This study explores the effect of preexisting mental health issues on college students’ academic performance. Using unique data from the honors college at a medium-sized urban private university, authors examine college entry essays (N = 1,062) in five classes (two pre-pandemic and three post-pandemic), as well as advisors’ (N = 7) notes. Mental health (MH) concerns are grouped into six non-mutually exclusive categories: depression/anxiety, neurodiversity/learning disabilities, identity-related concerns, grief/loss, trauma, and the mental health of others whose lives impact the student. The study finds that the number of honors students citing mental health in their entrance essays more …

The Well-Being Of Honors College Students Compared To Non-Honors College Students Accounting For Prior Gifted Experience, Hannah C. Dewald, Allyson S. Graf

Journal of the National Collegiate Honors Council Online Archive

Student wellness is a growing concern among educators. Previous studies on the well-being of honors students as compared to other undergraduates result in mixed findings. This study examines the trajectory of gifted programming in education and specific challenges to the collegiate experience, presenting differences between honors students (N = 49) and non-honors peers (N = 138) using two well-being indicators (academic anxiety and academic self-efficacy) and three related factors (perceived past school competitiveness, maladaptive perfectionism, and pressure due to labeling). While authors posit that honors students may have higher academic anxiety and lower self-efficacy than those not enrolled …

Face-To-Face: A Sociologist Looks At College Students' Mental Health, Maureen Kelleher

Journal of the National Collegiate Honors Council Online Archive

While both individual honors programs and their broader campus communities have implemented new initiatives and intervention strategies to address undergraduate mental health, significant needs remain unmet and concerns unaddressed about the long-term implications for students. This paper provides a framework for understanding the current (2023) environment on many campuses by presenting national legislation that shapes campus response, offering cases of specific institutional responses to crisis, and exploring the impact of face-to-face interaction between faculty and students in classrooms. Awareness of these three levels of response—national, campus, and classroom—equips and empowers the honors community to understand and effectively deal with myriad …

Dancing With Identity: How Women In It Navigate Leadership Construction, Amy Barry

Instructional Leadership Abstracts

Women are underrepresented in the information technology sector and experience pervasive gender bias in the typically male-dominated organizations. Barry explores how women navigate and shape their leadership identities within such an environment.

Graduate Socialization Experiences Of International Married Women From South Asia, Paushali Saha

Department of Educational Administration: Dissertations, Theses, and Student Research

This study examined the graduate socialization experiences of international married women from South Asia using phenomenology. Prior research has shown that graduate socialization processes like relationships with faculty, opportunities to conduct research, and networking with others in the field are key to success in graduate school and obtaining desired positions after school. Interviews with four married South Asian women revealed that for them, faculty relationships were imperative to their success. Additionally, their husband and family support made a big difference in their ability to engage in their graduate studies and be successful. They also reported the multiple roles they hold …